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LESSON  PLANS 

IN 

ENGLISH,  ARITHMETIC 
AND  GEOGRAPHY, 


FOR 


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GRADES  FOURTH  TO  EIGHTH 


Edited  by 

ALICE  CYNTHIA  KING  HALL 


I. ' "  » t 


BALTIMORE: 

WARWICK  &  YORK,  Inc. 

19  19 


NA 


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COPYRIGHT  1919 

by 

WARWICK  A  YORK.  Inc 


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PREFACE 

These  lesson  plans  were  originally  prepared  as  a  part  of 
regular  class  work  in  courses  given  by  Professor  Hall,  Pro- 
fessor Mjad  and  the  Editor  in  the  College  for  Teachers  of 
the  University  of  Cincinnati  and  in  summer  courses  in  Teach- 
ers' College,  Columbia  University.  They  have  been  pub- 
lished from  time  to  time  in  the  Atlantic  Educational  Journal 
with  many  others  from  the  same  courses.  These  few  have 
been  selected  to  put~in  more  permanent  form  with  the 
thought  that  they  may  be  of  direct  assistance  to  teachers 
and  to  those  preparing  to  teach. 

Two  ideas  have  determined  the  presentation  of  these  plans 
and  the  slight  changes  that  have  been  made  in  them. 
First,  that  definite  planning  of  specific  lessons  is  a  pre- 
requisite of  good  teaching.  Leaving  the  preparation  to  the 
inspiration  of  the  moment,  with  the  class  before  the  teacher, 
rarely,  if  ever,  means  suitable  material,  good  organization  of 
ideas,  or  good  questioning.  Elaborate  lesson  plans,  on  the 
other  hand,  with  a  multiplicity  of  aims  (which  are  frequently 
not  thought  of  again  in  the  lesson),  with  detailed  subject 
matter  and  large  and  small  questions  in  parallel  columns, 
with  the  Five  Formal  Steps,  or  any  other  formal  written 
procedure,  while  it  has  a  value  as  a  step  in  the  training  of 
teachers,  is  not  practical  for  regulstr  use  in  the  class-room.^ 

Betwee  ii  such  preparation  and' none  at  all  the  accompany- 
'ng  plans  indicate  a  mediate  procedure.  A  good  lesson 
woi/'ld   seem  to   require : — 

I.  A  large  problem  or  aim,  as — '*To  find  out  whether 

Oit  is  cheaper  for  a  certain  family  to  pay  survey  rates  or 

/meter  rates  (for  water)   for  a  year."  "How  a  shepherd 

boy  became  a  king,"  or  "To  get  the  atmosphere  of  India." 

425727 


2  tI;SSON  PLANS 

2.  Collection  of  all  material  at  the  teacher's  command 
bearing  on  the  subject,  with  a  list  of  references,  if  for 
upper  grade  pupils,  as  in  the  plan  on  the  oyster  industry. 

3.  Selection  from  this  material  of  the  points  that  solve 
the  problem. 

4.  Organization  of  these  points  into  a  natural  or  teach- 
ing order,  and  division  into  smaller  problems  as  in  the 
series  on  Building  and  Loan  Associations — *Xet  us  devise 
a  system  by  which  we  can  save  money  to  build  our 
homes ;"  "Let  us  try  to  work  out  a  plan  to  accommodate 
new  members" ;  etc. 

5.  Wording  of  large  questions  which  lead  to  the  solu- 
tion of  the  problem. 

A  teacher,  having  made  such  preparation,  goes  to  her 
class  with  a  card  or  a  page  of  a  plan  book  on  which  she  has 
written  the  problem  of  the  lesson  with  perhaps  a  half-dozen 
thought  questions  as  sub-heads. 

All  this  of  course  takes  time,  but  if  the  working  hours  of 
one  Saturday  were  spent  in  getting  together  the  material, 
selecting  and  organizing,  and  planning  questions  for  a  series 
similar  to  that  suggested  by  the  Australian  plan  or  the  plan 
on  dramatization,  the  work  in  geography  or  composition  will 
be  ready,  not  only  for  several  days,  but,  in  the  main,  for 
succeeding  years,  modified  of  course  by  changing  facts  and 
the  way  in  which  the  class  reacts  to  tJhe  original  plan. 

The  other  idea  in  presenting  these  plans  is  to  help  teach- 
ers to  break  away  from  the  mere  memorization  of  facts  and 
hearing  lessons  and  to  substitute  real   teaching — !->  guide 
children  to  use  their  experience  and  knowledge  in  gro\v 
into  new  and  wider  experience  and  knowledge ;  to  giri 
them  in  considering,  judging,  thinking  about  and  discussii 
the  life  around  them  so  that  their  reactions  may  be  intelh 
gent;  to  guide  their  growth  in  interests  and  appreciations) 


CONTENTS 

Preface    i  JU'^ 

ENGLISH 

Introduction 5 

Reading,  "Tray,"  Mary  Knappenberger,  Blissfield,  Michigan 7 

Silent  Reading,  Flora  E.  Drake,  Indianapolis,  Indiana 9 

Reading,  "Horatius  at  the  Bridge,"  Bertha  E.  Ward,  Cincinnati, 

Ohio   II 

Reading,  "007,"  Madalaine  LeRue  Maury,  Cincinnati,  Ohio 13 

Story,  "The  Kingdom  Torn  Asunder,"  Amy  J.  DeMay,  Lynbrook, 

New  York 17 

Story,  "How  a  Shepherd  Boy  Became  a  King,"  Clara  M.  Van 

Hart,  Cincinnati,  Ohio 18 

Story,  "Theseus,"  Maude  M.  Davis,  Fredonia,  New  York 22 

Composition,  Story  Telling,  Ethel  M.  Sanders,  Cincinnati,  Ohio.. 25 
Dramatization,   "The   Pied   Piper  of   Hamelin,"   M.  E.   Coulter, 

Cincinnati,  Ohio 27 

ARITHMETIC 

Introduction 33 

Harvesting  an  Ice  Cr-op,  Carolyn  E.  Strasser,  Cincinnati,  Ohio 34 

Planning  a  Playground,  Lucy  Saunders,  Fredericksburg,  Virginia  37 

Making  an  Apron,  Minnie  L.  Dugan,  Cincinnati,  Ohio 37 

A  Dairy  Problem,  Ella  C.  Sweeney,  Eowville,  New  Yoi^ 39 

Percentage      Problems     in     Dairying,      Marjorie      Meiklejohn, 

Poultney,  Vermont 40 

Excursion  to  an  Industrial  Plant,  Frank  M.  Hayes,  Cincinnati, 

Ohio 49 

New  Water  Works  of  Cincinnati,  Nanabel  McNelly,  Cincinnati, 

Ohio 46 

Building  and  Loan  Associations,  Frederick  D.  Lotter,  Cincinnati, 

Ohio    • DT 

GEOGRAPHY. 

Introduction     •...." 59 

First  Lessons  on  Australia,  Julia  M.  Detraz,-  Cincinnati,  Ohio 60 

India,  Mary  Knappenberger,  Blissfield,  Michigan 63 

The  Erie  Canal,  Benjamin  W.  Daily,  Frederick,  Maryland 67 

3 


<       re 
«  c      I-     c 

C        C 


'4  ,      ,    ,  ,         1;{:SS0N  PI.ANS 

The  Oyster  Industry  of  Chesapeake  Bay,  Lucy  Saunders,  Fred- 
ericksburg, Virginia 70 

Lumbering  in  New  England,  Ethel  Delzell,  Chadron,  Nebraska. . .  .^z 

Introduction  to  the  Study  of  the  Southern  States,  Benjamin  W. 

Daily,  Frederick,  Maryland 76 

Why  Study  the  Southern  Section,  Cyrus  D.  Mead  and  Matilda 

Von  der  Halben,  Cincinnati,  Ohio 78 

Cotton  in  the  Southern  States,  Cyrus  D.  Mead  and  Matilda 
Von  der  Halben,  Cincinnati,   Ohio 79 

Cotton,  Katherine  Keelor,  Cincinnati,  Ohio 82 

Sugar  in  the  South,  Cyrus  D.  Mead  and  Matilda  Von  der 
Halben,  Cincinnati,  Ohio 85 

The  Piedmont  and  Manufacturing,  Helen  Louise  Stapleford 
and  Lucille  F,  Sibbald,  Cincinnati,  Ohio 91 


ENGLISH 

INTRODUCTION 

READING 

The  main  purpose  in  a  reading  literature  lesson  is  to  make 
the  children  like  it  and  want  more  of  the  same  kind.  This 
aim  determines  each  step  in  the  first  plan  presented.  The 
teacher's  reading  the  poem  aloud  gives  the  pupils  the  whole 
story,  the  feeling  and  atmosphere,  a  good  start.  They  are 
then  ready  to  study  it  for  a  fuller  meaning  and  liking.  This 
study  is  directed  by  the  teacher's  questions, — questions  which 
will  lead  them  to  read  each  part  silently  and  to  think  through 
the  main  points  in  the  poem.  Every  question  demands 
thinking  as  well  as  reading.  It  cannot  be  answered  directly 
and  unthinkingly  in  the  words  of  the  text.  The  few  ques- 
tions on  word  meanings  are  worthy  of  attention.  The  words 
are  discussed  as  they  are  needed  in  connection  with  the  silent 
reading.  The  teacher  does  not  ask  "What  does  'instinctive' 
mean?"  but  a  question  which  involves  its  meaning  in  the 
context.  Again  the  pupils  are  asked  to  select  words  which 
help  to  make  a  vivid  picture  or  the  most  important  words. 
In  this  way  they  get  not  only  meanings  and  uses  of  words 
but  a  beginning  of  an  appreciation  of  one  of  the  elements  of" 
Browning's  power.  After  this  study  it  is  fairly  assumed 
that  the  children  will  think  this  poem  is  worthy  of  reading 
aloud,  that  another  class  would  like  to  hear  one  of  their 
number  interpret  it;  and  so  they  are  ready  to  work  on  the 
oral  reading  with  a  definite  normal  purpose. 

Miss  Drake's  silent  reading  lesson  follows  the  same  gen- 
eral principle.  The  subject  matter  of  this  is  such  that  there 
is  no  particular  reason  why  it  should  be  read  aloud  to  any- 
one, except  as  some  passages  are  read  during  the  discussion 

5 


6  LtSSON  PLANS 

to  confirm  or  contest  some  point.  It  does  lead,  however,  to 
private  study  of  related  reading  by  individual  members  of 
the  class,  in  preparation  for  reading  the  new  material  aloud 
to  the  others.  This  also  is  a  normal  reason  for  reading  aloud. 

The  purpose  of  reading  "Horatius"  is  to  supplement  his- 
tory through  the  ringing,  martial  appeal  of  the  poem.  This 
is  gained  largely  through  the  ear  and  voice,  and  so  should  be 
an  oral  reading  lesson.  But  here,  as  in  the  others,  the  oral 
interpretation  is  preceded  by  silent  reading  and  discussion  of 
each  stanza. 

The  aim  in  ''.007"  was  not  alone  to  interest  the  class  in 
the  story,  but  also  to  study  the  author's  skill  in  securing  such 
interest.  Althoug'h  the  teacher  does  discuss  some  general 
terms,  she  keeps  it  always  in  the  concrete  and  always  cen- 
tered around  Kipling's  story. 

STORIES  AND  COMPOSITION. 

In  each  of  the  three  story  plans  the  teacher  is  teaching 
stories  rather  than  telling  them.  She  helps  her  pupils  to 
build  up  the  story  themselves  through  giving  certain  facts 
or  situations  in  the  story ;  then  asking  questions  based  upon 
these  facts  and  the  experience  of  the  pupils,  the  answers  to 
which  carry  on  the  story  to  some  new  situation  which 
she  tells. 

The  children  are  helped  in  the  "Kingdom  Torn  Asunder" 
to  think  through  the  main  points  of  the  story  in  so  far  as 
their  knowledge  and  experience  enables  them  to  do,  then 
read  it  to  confirm  their  conclusions.  This  reading,  as  also 
in  the  long  quotations  in  the  story  of  David,  gives  familiarity 
with  the  beautiful  wording  and  phrasing  of  the  Bible  text. 

Both  the  composition  plans  call  for  oral  composition.  One 
is  entirely  oral;  the  other  calls  for  an  oral  class  discussion 
preceeding  each  written  assignment.  This  is  as  it  should  be. 


e;ngush  7 

4 

READING 
Robert  Browning's  "Tray" 

Mary  Knappcnherger. 

I  will  read  you  Robert  Browning's  story  of  a  dog,  "Tray." 
Teacher  reads  the  poem  slowly  with  pauses  after  the  main 
thoughts. 

"A  beggar-child     ... 

Sat  on  a  quay's  edge :  like  a  bird 

Sang  to  herself  at  careless  play, 

And  fell  into  the  stream." 

.     .     .     "Dismay ! 

'Help,  you  standers-by!'  None  stirred. 

By-standers    reason,   think   of    wives 

And  children  ere  they  risk  their  lives." 
"Over  the  balustrade  has  bounced 

A  mere  instinctive  dog,  and  pounced 

Plumb  on  the  prize.  'How  well  he  dives ! 

Up  he  comes  with  the  child,  see,  tight 

In  mouth,  alive,  too,  clutched  from  quite 

A  depth  of  ten  feet — twelve,  I  bet! 

Good  dog!'" 

.     .     "  'What  off  again !  There's  yet 

Another  child  to  save  ?    All  right ! 

How  strange  we  saw  no  other  fall ! 

It's  instinct  in  the  animal. 

Good  dog !    But  he's  a  long  while  under : 

If  he  got  drowned  I  should  not  wonder — 

Strong  current,  that  against  the  wall ! 

Here  he  comes,  holds  in  mouth  this  time 

— What  may  the  thing  be?    Well,  that's  prime! 

Now,  did  you  ever?    Reason  reigns 

In  man  alone,  since  all  Tray's  pains 

Have  fished — the  child's  doll  from  the  slime !'  " 


8  I.ESSON  PI,ANS 

Let  us  find  this  story  in  our  books  and  study  it  together. 
What  is  the  first  picture  called  to  your  mind?  (Child  asks 
the  meaning  of  "quay"  and  is  told  by  another  child.)  What 
are  the  feelings  of  this  little  girl  ? 

How  does  the  picture  change?  Who  comes  upon  the 
scene?  Who  is  talking?  Why  not  the  child?  Why  not  the 
people?  It  was  the  voice  of  their  hearts  speaking  to  them. 
Why  didn't  they  answer  the  call  ?  Were  they  right  in  doing 
this?  Let  it  be  talked  over  but  force  no  decision.  Who 
breaks  into  the  scene?  (Child  asks  for  ''balustrade".)  Why 
is  he  called  "a.  mere  instinctive  dog"?  What  does  it  say  the 
men  did?  Why  did  not  the  dog  hesitate?  What  words 
helped  to  make  that  a  clear  picture  ?  What  does  the  crowd 
see?  Wihat  do  you  consider  the  most  important  word  in 
those  lines?  ("Alive.")  How  will  the  people  treat  the  dog? 

But  what  is  the  dog  doing?  What  does  the  crowd  say  to 
this?  What  are  itheir  feelings?  Why  are  the  people  rest- 
less? What  will  they  do?  What  does  someone  shout?  How 
will  the  people  act  now  ?  What  say  to  each  other  ?  Describe 
the  closing  picture. 

I  think  the  second  grade  would  be  interested  to  hear  this 
story  read.  What  points  must  we  make  clear  to  them?  Beg- 
gar child ;  happy ;  fell  in  water ;  no  man  stirred ;  dog  dived ; 
child  alive;  dog  dived  again;  brings  up  doll.  Let  us  try 
to  read  and  bring  out  these  points. 

Children  read  aloud  thought  by  thought  with  criticisms 
from  classmates  for  good  points,  and  those  to  be  improved. 
Class  chooses  reader,  who  reads  entire  selection  for  ap- 
proval. When  satisfactory  read  to  Grade  H  during  story 
hour. 


Silent  Reading 

Flora  B.  Drake. 

In  most  of  our  public  schools  the  children  are  asked  to 
purchase  a  reader.  The  children  usually  read  the  selections 
therein  together.  Quite  often  the  work  is  merely  oral  read- 
ing with  little  attention  paid  to  the  thought.  This  lesson  is 
planned  not  only  to  lead  children  to  get  the  thought  of  the 
story  itself  but  to  interest  them  in  other  literature  on  the 
same  subject. 

Materials:  Story  of  ''The  Three  Giants,"  in  Heath's 
Fourth  Reader. — Each  child  is  supplied  with  a  book.  Re- 
lated stories  in  supplementary  readers  : 

Ulysses  and  The  Bag  of  Winds. 

The  Argonauts. 

James  Watt  and  the  Teakettle. 

Robert  Fulton. 

Poems: 

The  Wind  in  a  Frolic. — Wm.  Howitt. 

The  Brook. — Tennyson. 

The  Brook  Song. — James  Whitcomh  Riley. 

The  Sea. — Barry  Cornzvall. 

The  Miller  of  the  River  Dee. 

Open  your  books  to  page  i8.  What  are  we  going  to  read 
about  ?  Are  there  giants  today  ?  Children  discuss  the  ques- 
tion, bringing  out  the  meaning  of  the  term  giants.  They 
will  probably  agree  that  giants  do  not  exist. 

Read  silently  until  you  can  tell  why  Frank  wished  there 
were  real  giants.  In  a  few  moments  a  child  will  be  ready. 
Other  children  will  be  interested  to  supply  any  reason  the 
first  child  omitted.  What  brought  the  mother  into  the  con- 
versation? (Silent  reading.)  The  mother  describes  three 
giants.     Read  the  description  of  the  first  and  decide  what 


10  LESSEN  ^I,ANS 

name  you  might  give  that  would  differ  from  the  one  given 
by  the  mother.  How  does  the  second  giant  differ  from  the 
first?  (Silent  reading  and  discussion.)  Why  is  Dick  Sil- 
verline  an  appropriate  name  for  him?  Have  you  a  better 
one  to  suggest? 

How  does  the  son,  tihe  third  giant,  differ  from  his  father? 
In  the  discussion  following  the  children  will  bring  out  his 
idle,  lazy  youth ;  difficulty  man  had  in  putting  him  to  work ; 
his  work.  Have  you  a  better  name  to  suggest  than  the  one 
given  ? 

Why  may  we  call  the  wind,  water,  and  steam  giants? 
There  are  many  more  things  these  giants  do  than  Miss 
Child  mentions.  Here  is  a  story  of  the  wind  written  in 
beautiful  English.  Would  someone  like  to  read  this  and  tell 
us  tomorrow  what  it  does  to  create  a  commotion  in  every 
place?  Give  out  the  poem.  Several  copies  should  be  at 
hand  in  case  several  desire  it.    The  teacher  reads : — 

*'The  wind  in  a  frolic,  sprang  up  from  sleep 
Saying,  'Now  for  a  frolic!    Now  for  a  leap! 
Now  for  a  madcap  galloping  chase ! 
I'll  make  comjmotion  in  every  place :'  " 

Here  is  a  story  of  a  bag  of  winds.  Who  wishes  to  read 
this  and  report?  Someone  put  the  lazy  son  to  work  you 
remember.  Here  are  stories  of  how  it  was  done.  (James 
Watt  and  Robert  Fulton.)  Tennyson  has  a  beautiful  poem 
about  a  young  Dick  Silverline.  Some  child  may  like  to 
learn  it.  Riley  sings  of  another  little  brook.  (Gives  out 
Riley's  Brook  Song.)  In  a  similar  way  the  teacher  gives  out 
the  other  poems. 

Tomorrow  we  shall  each  know  something  more  about  these 
giants  and  may  hear  also  what  others  have  found  out. 


ENGLISH  II 


"1 


*Horatius  at  the  Bridge,"  Macaulay 

Bertha  B.  Ward. 

Object  oe  Teacher. — To  make  the  class  feel  the  situa- 
tion so  keenly  that  the  selection  will  be  read  with  expression 
without  much  formal  drill.  Tjie  first  ten  stanzas  were  taken, 
not  because  that  is  the  best  division  of  the  poem,  but  be- 
cause the  teacher  cannot  cover  much  more  than  that  in  any 
lesson  period.  Moreover,  the  story  being  familiar  from  the 
previous  history  lesson,  the  interest  of  tlie  class  will  lie  in 
the  ringing  poetic  recital  of  events  rather  than  in  curiosity 
as  to  the  outcome,  so  that  the  place  of  the  break  is  not  of 
much  importance. 

Procedure. — Just  what  danger  threatens  Rome?  In  to- 
day's lesson  we  shall  see  how  a  poet  has  told  the  story  of 
Horatius'  bravery,  and  we  shall  try  to  read  his  poem  as 
he  intended  us  to  read  it.  Just  where  were  the  Etruscans 
approaching  Rome?  Indicate  their  position  on  map  as 
in  the  previous  lesson.  Who  is  to  lead  the  Romans 
against  them?  Why  does  not  the  consul  feel  prepared 
to  meet  the  enemy?  How  does  he  feel  then?  How  does 
•the  poet  tell  us  the  consul  felt?  Read  silently  first  four 
lines.  Where  were  the  Romans  gathered?  Before  the 
wall  outside  the  city.  What  do  you  suppose  the  consul 
is  thinking  as  he  looks  first  at  the  wall  and  then  at  the 
foe  ?  Let  one  or  two  pupils  answer  this :  Teacher  reads 
first  stanza.  What  does  van  mean?  Try  to  get  meaning 
from  context.  How  do  you  suppose  the  consul  said  those 
last  words  ?  We  can't  shout  them  when  we  read,  but  we  can 
read  them  as  if  we  felt  every  word. 

Allow  some  of  the  best  oral  readers  to  try  this  part  aloud. 

Who  answered  the  question  of  the  consul?    What  do  we 

know  of  Horatius?    What  was  his  plan?    Do  you  suppose 


12  LESSON  PLANS 

he  felt  sure  of  succeeding?  Had  he  thought  of  faihng? 
Why  was  he  wiUing  to  try  it  then?  That  is  what  we  call 
"facing  fearful  odds"  when  a  man  attempts  a  thing  so  full 
of  danger.  Leonidas  "faced  fearful  odds"  at  Thermopylae. 
In  what  other  way  was  Horatius  like  Leonidas  ?  They  each 
stood  with  a  few  in  a  narrow  path  where  the  enemy  could 
be  held  back.  That  is  what  we  mean  by  "holding  the  foe  in 
play." 

Teacher  reads  Horatius'  speech  (2  and  3),  What  ges- 
ture did  Horatius  make  when  he  said  "In  yon  strait  path  a 
thousand,  etc."  ?  What  does  strait  mean  ?  Where  would  he 
look  when  he  says :  "Now  who  will  stand  on  either  hand, 
etc."?  How  would  Horatius  say  these  words,  "To  every 
man  upon  this  earth,  death  cometh  soon  or  late,  etc."?  Who 
thinks  he  can  read  Horatius'  speech? 

Now  let  us  look  over  the  next  stanza  and  find  who  came 
forward  to  help  them.  We  know  there  were  two  [write 
names  on  board  and  pronounce  with  the  class.]  What  did 
Lartius  say  ?  Allow  some  one  to  read  his  words  alone.  And 
now  Herminius?  Read  his  speech.  Why  do  we  put  in 
the  words,  "A  Ramnian  proud  was  he"?  To  explain  who  he 
was.  Let  me  read  it  and  see  if  my  voice  told  that  I  was 
explaining  something.  How  would  the  consul  feel  when 
he  hears  this  brave  offer?  Let  us  see  what  he  says.  Read 
next  four  lines  silentl}^    What  does  quoth  mean?  dauntless? 

Now  let  us  make  a  picture  in  our  minds  of  that  great  ad- 
vancing army.  What  would  you  see?  Why  could  you  not 
see  the  men's  faces?  Helmets,  shields,  spears,  etc.  How 
does  it  look  in  the  noonday  sun?  Let  me  read  how  the 
poem  describes  the  sight,  "a  broad  sea  of  gold." 

Read  silently  first  five  lines  of  stanza  6.  Explain  the 
word  "surges."  What  would  Horatius  hear  as  he  stands 
there?  How  do  you  see  the  host  advancing?  What  are 
they  carrying?  Ensign.  Read  the  stanza  aloud. 


ENGUSH  13 

Read  through  silently  stanza  7.  What  do  you  suppose 
the  "dauntless  three"  are  thinking  as  they  stand  there  wait- 
ing? What  would  the  Tuscans  think  when  they  see  three 
men  against  them?  What  sound  would  they  hear?  How 
did  the  three  Tuscans  advance  ?  Read  the  stanza  aloud. 

In  the  next  we  have  the  names  of  these  three  chiefs  and 
something  about  where  each  one  came  from.  Why  do  you 
suppose  the  poet  told  us  so  much  about  them?  I  think  it 
was  because  those  hard-looking  names  that  we  have  here 
sound  so  pretty  when  they  are  read  well,  so  we  must  learn 
to  pronounce  them.  Pronounce  proper  names  carefully 
with  class.  Teacher  read  over  stanza  aloud  and  call  for  it 
from  the  members  of  the  class. 

Read  over  ithe  next  stanza  silently  and  find  what  hap- 
pened in  the  fight.  After  answers  on  this,  have  it  read,  first 
pronouncing  proper  names.  How  did  the  Tuscans  feel  when 
they  saw  their  brave  soldiers  overthrown  ?  What  sound  was 
heard?  What  is  a  ''wrathful  clamor?"  What  did  the  Tus- 
cans do  when  they  saw  their  repulse?  "Six  spears'  length 
from  the  entrance  halted  their  mighty  mass." 

Let  us  see  just  what  the  situation  is.  Just  over  the  bridge 
six  spears'  lengths  away"  is  halted  the  great  Tuscan  army. 
Horatius  and  his  two  brave  companions  stand  on  the  bridge 
waiting  for  others  to  come  against  them,  but  no  man  dares. 
In  our  next  lesson  we  shall  read  how  another  came  for- 
ward, only  to  meet  defeat. 

".007,"  Kipling 

Madaline  La  Rue  Maury. 

The  following  lesson  was  taught  to  a  combined  C  and  D 
High  School  English  class  as  one  of  the  first  lessons  in  the 
year's  work  in  literature.  The  course  for  the  year  was  based 
on  the  story  in  its  various  forms :    The  short  story,  Irving, 


14  LESSON  PLANS 

Hawthorne,  Poe ;  the  long  story  or  novel,  Quentin  Durward; 
the  ballad,  Popular  English  and  Scottish  Ballads;  the  short 
epic,  Sohrah  and  Rtistiim;  the  long  epic.  Ulysses  Among  the 
Phaeacians;  the  drama.  Merchant  of  Venice  and  Julius 
Caesar..  I  selected  ".007"  to  begin  with  because  of  its  inter- 
est, because  it  is  present-day  and  modern,  and  because  it  ex- 
emplifies in  a  marked  degree  the  characteristics  of  a  good 
short  story. 

This  year  we  are  studying  narration.  Let  us  see  what 
constitutes  a  good  short  story. 

When  you  hear  of  a  new  story  what  do  you  always  want 
to  know  to  help  you  to  determine  whether  or  not  you  want 
to  read  it?  Would  all  find  the  same  story  interesting?  We 
would  want  to  know  what  it  is  about,  what  kind  of  a  story  it 
is.  What  kind  is  the  story  of  Columbus  f  Evangeline f  Miles 
Standishf  The  Spy?  The  Pilot?  Ivanhoe?  Kcnihvorth?  Name 
some  of  the  stories  you  have  read,  and  tell  what  kind  each 
one  is.  Thus  develop  idea  of  nature  and  characteristics  of 
stories,  dividing  them  into  stories  of  adventure,  biography, 
history,  travel,  love,  social  and  domestic  relations. 

I  shall  read  aloud  to  the  class  the  story  of  a  locomotive, 
".007,"  by  Kipling.  Why  do  you  suppose  Kipling  wrote 
about  a  locomotive?  Let  us  see  if  we  can  find  out.  As  you 
listen  to  ''.007"  determine  what  are  the  nature  and  charac- 
teristics of  this  story,  and  see  hozv  Kipling  makes  it  inter- 
esting. 

Put  on  the  board  the  following:  Nature?  Characteristics? 
Interesting — why?     What  makes  it  interesting? 

Teacher  reads  story  aloud  to  class. 

As  she  reads  calls  attention  to  very  efifective  words  or 
phrases,  such  as  ''.007  put  both  drivers  and  his  pilot  into 
it."  ''.0^7  pushed  out  gingerly,  his  heart  in  his  headlight" ; 
''now  deep  down  in  his  firebox  .007  had  cherished  a  hope 
— " ;  "he  nearly  blew  up  with  surprise,"  etc. 


KNGUSH  15 

Judging  by  the  responsive  attitude  of  the  class  that  they 
Hke  it,  ask:  What  makes  the  story  interesting?  From  the 
general  class  discussion  note  these  points  especially:  The 
story  is  novel,  unusual;  there  is  very  vivid  portrayal  of 
character;  the  engines  talk  like  people,;  the  incidents  are 
exciting;  you  are  made  to  feel  with  and  feel  for  the  en- 
gines ;  they  arouse  your  sympathy  and  interest  and  call 
forth  your  more  worthy  feelings ;  .007  is  made  a  real  hero ; 
you  see  and  appreciate  the  triumph  of  modesty  and  worth 
and  reward  for  merit. 

In  the  discussion  of  the  vivid  portrayal  of  the  characters, 
note  the  different  individualities  of  the  engines  and  their 
salient  characteristics.  Which  engine  are  you  like?  This 
question  need  not  be  answered  in  class. 

Where  in  the  story  was  the  highest  point  of  interest  ? 
There  will  probably  be  difference  of  opinion,  some  thinking 
the  wreck  and  rescue  by  .007,  and  others  the  conclusion, 
where  the  White  Moth  goes  south,  "with  her  seven  vesti- 
buled  cream-white  cars,"  covering  156  miles  in  221  min- 
utes. Where  was  the  climax — the  point  upon  which  every- 
thing turned?  Where  .007  rescued  the  Mogul.  What  were 
the  points  which  led  up  to  the  climax?  Have  story  briefly 
told  that  far.  What  do  you  hear  about  first  ?  Who  ?  Where  ? 
When  ?  What  next  ?  The  dialogue  in  the  roundhouse.  What 
is  the  reason  for  this  dialogue?  It  introduces  the  other 
characters.  What  effect  has  it?  Gives  local  color,  atmos- 
phere ;  brings  out  nature  and  characteristics  of  all  the  en- 
gines, and  makes  them  seem  like  real  people.  What  are 
some  of  the  most  telling  touches  here  ?  The  Compound's  use 
of  French ;  Poney's  slang  and  good  nature ;  the  Mogul's  over- 
bearing ''Costly — perishable  —  fragile  —  immediate  —  that's 
me!" 

Then  there  is  a  change  in  the  scene.     How  would  you 
characterize  this  part  ?    The  engines  go  off  to  work — .007's 


l6  IvESSON  PIvANS 

work.  What  were  his  feelings?  How  did  he  like  it?  How 
does  this  lead  up  to  the  climax  ?  How  does  the  climax  bring 
out  the  characters  of  both  .007  and  the  Mogul?  Kipling 
does  not  tell  you  all  this,  how  do  you  know  it?  Here  Kip- 
ling shows  one  of  the  greatest  arts  in  story-telling,  viz.,  the 
power  of  suggestion,  of  stimulating  the  imagination. 

What  is  the  conclusion  of  the  story  after  the  climax? 
Compare  its  length  with  what  precedes.  Why  is  it  effective? 

What  then  are  the  main  parts  of  this  story?  Introduc- 
tion, important  details  leading  up  to  the  climax,  climax,  con- 
clusion.   These  are  applicable  to  any  short  story. 

Why  is  ".007"  a  good  title?  It  is  unusual  and  arouses 
curiosity.  Show  that  everything  in  the  story  has  a  direct 
bearing  on  the  subject.  (Unity)  Give  examples.  What 
would  be  the  advantage  or  disadvantage  of  either  leaving 
out  any  of  the  details  or  of  putting  in  other  details  ?  Show 
that  the  characters  are  well-drawn,  vivid,  interesting. 
Which  character  was  drawn  best?  Why?  What  made 
it  so?  How  does  the  dialogue  help  the  story?  What 
do  you  think  about  the  language?  Why  did  Kipling 
use  so  much  slang?  Select  expressions  which  give  color,  at- 
mosphere, life. 

What  makes  it  such  a  good  story?  Now  why  do  you 
suppose  Kipling  wrote  about  a  locomotive?  What  kind  of 
an  effect  does  he  produce? 

What  seem  to  be  the  parts  which  make  up  a  good  story? 
We  shall  watch  for  these  as  we  read  other  stories;  also 
keep  them  in  mind  as  we  ourselves  try  to  write. 


ENGUSH  17 

STORIES 
The  Kingdom  Torn  Asunder. 

Amy  J.  DeMay. 

Aim  :  In  the  lessons  we  have  just  been  studying  who  was 
king  of  Israel?  Solomon.  Let  us  see  what  happened  to  the 
kingdom  after  Solomon's  death. 

When  a  king  dies  who  is  usually  king  in  his  place  ?  This 
was  Rehoboam,  who  became  king  after  his  father's  death. 
When  the  new  king  came  to  the  throne  what  do  you  think  the 
people  wanted  to  know  ?  What  kind  of  a  king  he  was  going 
ito  be.  What  might  a  bad  king  do?  What  would  a  good 
king  do? 

You  remember  that  Solomon  was  a  very  rich  king;  where 
did  he  get  all  his  wealth?  Gifts,  taxation.  Who  paid  the 
taxes?  When  would  the  people  not  mind  paying  taxes  to 
support  the  king?  When  might  they  object?  What  would 
be  the  first  thing  they  would  think  of  with  a  new  king  ?  What 
would  they  do?  So  a  company  of  their  leaders  went  to  Re- 
hoboam and  asked  him  to  make  their  burdens  of  taxation 
lighter.    What  might  King  Rehoboam  answer? 

He  asked  them  to  wait  three  days  while  he  thought  the 
matter  over.  Why  was  this  a  wise  plan?  What  might  he 
do  besides  thinking  about  it?  Whom  should  he  consult? 
He  consulted  the  old  men — counselors  of  his  father — first. 
Why  should  they  be  able  to  help  him  to  decide  wisely? 
What  do  you  think  they  would  advise?  He  then  consulted 
the  "young  men  that  were  grown  up  with  him."  What 
might  they  advise?  Why  do  you  think  he  took  the  advice  of 
the  young  men? 

How  might  the  people  take  the  decision  when  they  heard 
it?  What  action  might  they  take?  Some  of  them  set  up  a 
separate  kingdom.  (Read  together  i  Kings,  6:6-16.) 


1 8  I.ESSON  PlyANS 

How  a  Shepherd  Boy  Became  a  King. 

Clara  M.  Van  Hart. 

Aim  :  To  learn  how  a  shepherd  boy  became  a  king.  Why 
would  this  be  strange?  The  boy's  name  was  David.  He 
lived  a  long  time  ago  in  a  little  town  far  away  from  here — 
Bethlehem.  David's  father,  Jesse,  had  seven  other  sons; 
but  David  was  the  youngest.  They  called  him  "David"  be- 
cause that  word  meant  ''Darling"  in  their  language.  David's 
father  was  an  old  man.  He  owned  many  sheep,  and  the 
pastures  for  them  out  on  the  hillsides  and  in  the  pretty  val- 
leys. Here  the  grass  was  fresh  and  green  and  there  were 
little  brooks  and  pools.  In  some  places  there  were  trees  and 
flowers.  The  sheep  liked  to  feed  on  the  short  green  grass 
of  the  hillsides. 

What  do  you  suppose  David  could  do  to  help  his  father? 
How  could  he  take  care  of  the  sheep?  David  didn't  go  to 
school.  Where  might  he  learn  new  things?  What  might 
he  see  around  him  ?  What  could  he  learn  about  them?  Learn 
about  his  sheep:  how  to  care  for  them  and  keep  wild  ani- 
mals away.  Of  what  use  is  the  shepherd's  crook?  How 
might  David  keep  wild  animals  away  ?  Too  early  for  guns ; 
he  had  no  bow  and  arrow.  Using  a  sling.  What  would  he 
use  in  the  sling  ?  Where  would  he  get  the  stones  ?  What  do 
you  suppose  David  did  in  part  of  his  spare  time?  Practiced 
with  his  sling  and  looked  for  good  stones  to  have  them  ready 
when  he  needed  them.  If  David  gathered  stones,  where 
might  he  keep  them?  David  always  had  his  loose  shep- 
herd's coat,  his  crook  or  staff,  his  bag  and  sling.  Use  pic- 
tures. Sometimes  David  wandered  far  away  from  home.  I 
wonder  why  ?  To  find  new  pastures.  Sometimes  he  couldn't 
get  back  at  night  and  had  to  spend  the  night  out-of-doors 
with  his  sheep. 


ENGLISH  19 

One  night  David  and  his  flock  were  out, — far  away  from 
the  village.  Everything  around  was  quiet.  The  sheep 
were  lying  all  around  him,  resting  peacefully,  when  sud- 
denly there  was  a  growling  noise  and  David  knew  that 
there  was  a  wild  animal  in  among  his  flock.  What  would 
David  do?  Kill  the  bear.  Everything  grew  quiet  again 
and  after  resting  several  hours  the  sheep  seemed  disturbed. 
David  was  wide  awake.  Suddenly  there  was  a  great  roar 
and  another  wild  animal  sprang  into  the  midst  of  the  fold 
and  seized  a  little  lamb  in  its  mouth.  What  must  David  do? 
A  single  stone  did  not  kill  the  lion.  What  would  the  lion 
do?  What  must  David  do?  Shoot  again  and  again.  David 
shot  several  times :  then  he  went  up  to  the  lion  and  took  the 
little  lamb  away.  I  suppose  he  spent  much  of  the  rest  of 
the  night  caring  for  that  bruised  lamb. 

When  David  went  out  into  the  pastures  with  his  sheep, 
why  do  you  suppose  he  had  no  companions?  The  shep- 
herds could  not  keep  their  flocks  together :  not  enough  grass 
for  so  many.  How  might  David  pass  his  time  ?  Making  reed 
pipes  and  singing.  Of  what  did  he  sing? 

We  still  have  some  of  the  songs  David  sang.  Read  the 
twenty-third, — or  some  other  appropriate  psalm  of  those  at- 
tributed to  David. 

As  David  grew  older  his  nation — the  Israelites — had 
more  and  more  trouble  with  the  other  nations  around  them. 
They  were  always  fighting.  Their  king,  Saul,  worried 
about  his  kingdom  very  much.  Sometimes  David  went  to 
him  and  played  the  harp  and  sang  for  him.  Now  it  hap- 
pened that  the  Israelites  were  having  a  war  with  the  Phil- 
istines, a  nation  near  them.  The  king  called  for  men  to  go 
and  fight. 

Who  had  to  go?  The  king.  Who  might  go?  David's 
father  was  too  old :  some  of  his  brothers  might  go.    Would 


20  LESSON  PLANS 

it  have  seemed  wise  for  David  to  go?  Why  do  you  suppose 
his  father  kept  him  at  home.  David  was  his  youngest  son. 
He  needed  a  shepherd.    Then,  what  must  David  do? 

What  does  any  army  need?  Where  would  the  IsraeUtes 
get  their  food  ?  There  was  a  scarcity  of  food ;  the  army  was 
having  a  famine,  David  and  his  father  heard.  What  could 
they  do?  Whom  else  would  they  remember,  besides  the 
brothers?  What  would  David's  father  say  to  him?  Read 
"Take  now  for  thy  brethren  an  ephah  [or  measure]  of  this 
parched  corn,  and  these  ten  loaves,  and  run  to  the  camp  to 
thy  brethren ;  and  carry  these  ten  cheeses  to  the  captain  of 
their  thousand,  and  look  how  thy  brethren  fare  and  take 
their  pledge" — i.  e.,  bring  me  a  token  from  them  that  they 
are  well."  How  would  David  carry  these  things?  How 
would  he  make  his  journey? 

As  David  came  to  the  camp  what  do  you  suppose  he  saw 
there  ?  There  were  two  mountains  with  the  tents  of  a  camp 
on  each,  and  soldiers  fighting  in  the  valley  below.  What 
would  he  do  with  his  gifts?  He  left  them  with  the  keeper 
of  the  baggage.  Then  what  would  he  do?  ''Ran  into  the 
midst  of  the  army  and  saluted  his  brethren."  As  he  was  talk- 
ing to  them  a  strange  thing  happened.  The  battle  was  over 
and  each  army  withdrew  to  its  own  mountain.  Read :  "And 
the  Philistines  stood  on  a  mountain  on  the  one  side:  and 
Israel  stood  on  a  mountain  on  the  other  side  and  there  was 
a  valley  between  them.  And  there  went  out  a  champion, 
out  of  the  camp  of  the  Philistines,  named  Goliath,  whose 
height  was  six  cubits  and  a  span.  And  he  had  a  helmet 
of  brass  upon  his  head,  and  he  was  armed  with  a  coat  of 
mail.  And  he  had  greaves  of  brass  upon  his  legs,  and  a  tar- 
get of  brass  between  his  shoulders.  And  the  staff  of  his 
spear  was  like  a  weaver's  beam.  And  one  bearing  a  shield 
went  before  him.     ...     He   cried   unto   the  armies  of 


E:nGUSH  21 

Israel,  .  .  .  'Choose  you  a  man  for  you  and  let  him 
come  down  to  me.  If  he  be  able  to  kill  me,  then  we  will  be 
your  servants :  but  if  I  prevail  against  him,  then  shall  ye  be 
our  servants  and  serve.'  ".  David  was  very  much  surprised 
to  hear  this.  He  wondered  why  nobody  answered.  Why 
do  you  suppose  nobody  answered  Goliath?  What  do  you 
suppose  Saul,  the  king,  thought  about  this?  What  might 
he  do  in  order  to  get  somebody  to  want  to  try  to  fight  with 
Goliath?  Saul  offered  to  enrich  him  with  great  riches,  to 
give  him  his  daughter,  and  to  make  his  father's  house  free  in 
Israel. 

When  David  heard  all  this  he  wished  to  fight  Goliath. 
What  would  his  brothers  say  about  it?  Others  standing 
around?  Some  went  to  tell  the  king.  What  would  the 
king  do?  When  the  young  lad  David  was  brought  before 
him  what  would  he  say?  What  might  David  tell  him  to 
prove  that  he  should  be  allowed  to  try?  The  king  con- 
sented and  gave  David  a  suit  of  armor,  a  shield  and  a  sword. 
How  do  you  suppose  David  liked  this?  What  was  David 
accustomed  to  use  ?  Then  what  would  he  like  best  to  have 
with  him.     His  staff,  bag,  and  sling. 

David  went  out  to  meet  the  giant,  Goliath.  His  bag  was 
empty.  What  did  he  need?  He  stopped  to  pick  up  a  few 
smooth,  round  pebbles.  How  would  the  Philistine  act  when 
he  saw  the  boy  David  coming  to  meet  him?  When  he  saw 
that  David  was  in  earnest,  what  do  you  think  he  would  say  ? 
How  do  you  think  David  would  answer  him?  Read:  "And 
the  Philistine  said  unto  David,  *Am  I  a  dog  that  thou  cometh 
to  meet  me  with  staves  ?'  And  the  Philistine  cursed  David 
by  his  gods.  And  the  Philistine  said  unto  David,  'Come  to 
me,  and  I  will  give  thy  flesh  unto  the  fowls  of  the  air,  and 
to  the  beasts  of  the  fields.'  Then  said  David  to  the  Philistine, 
'Thou  comest  to  meet  me  with  a  sword  and  with  a  spear  and 


22  I.KSSON  PLANS 

with  a  shield ;  but  I  come  to  thee  in  'the  name  of  the  Lord  of 
hosts,  the  God  of  the  armies  of  Israel,  whom  thou  hast 
defied.  This  day  will  the  Lord  deliver  thee  unto  my  hand.  I 
will  smiite  thee  and  take  thine  head  from  thee.  I  will  give 
the  dead  bodies  of  the  hosts  of  the  Philistines  this  day  unto 
the  fowls  of  the  air  and  the  wild  beasts  of  the  earth :  that  all 
the  earth  may  know  that  there  is  a  God  in  Israel."  What 
would  the  giant  do?  What  would  David  do?  David  hastened 
and  ran  toward  the  army  to  meet  the  Philistine.  David  put 
his  hand  in  his  bag,  and  took  thence  a  stone  and  slang  it,  and 
smote  the  Philistine  in  the  forehead,  that  the  stone  sunk  into 
his  forehead :  and  he  fell  with  his  face  to  the  earth."  Do  you 
suppose  that  David's  work  was  finished?  What  more  could 
he  do?  Read:  ''Therefore  David  ran,  and  stood  upon  the 
Philistine,  and  took  his  sword  and  .  .  .  slew  him  and 
cut  ofif  his  head  therewith."  What  would  the  Philistines  do 
when  they  saw  their  leader  fall?  The  Israelites?  What 
must  David  do  before  he  can  claim  his  reward.  In  proof 
he  took  the  head  of  the  slain  giant  to  the  king.  What  then 
would  the  king  do?  How  could  the  people  of  Israel  show 
itheir  feeling  for  David?     They  sang: — 

Saul   hath    slain   his   thousands, 

And  David  his  ten-thousands, 
over  and  over  again. 

Later  there  was  another  battle  in  which  both  the  king, 
Saul,  and  his  son,  Jonathan,  were  slain.  Whom  do  you  sup- 
pose the  people  chose  for  their  next  king? 

Theseus 

Maude  M.  Davis. 

How  Theseus'  life  was  saved  by  his  father's  sword,  and 
how  he  in  turn  saved  other  lives. 
I.     How  Theseus  found  the  sword. 


ENGLISH  23 

When  King  Aegeus  went  to  live  at  Athens,  he  left  his 
sword  and  sandals  under  a  great  rock.  These,  his  son  The- 
seus was  to  bring  to  Athens  when  he  was  old  enough  to 
move  the  rock. 

What  would  Theseus  ask  as  soon  as  he  could  talk?  About 
his  father.  How  soon  would  his  mother  tell  him  about  the 
rock?  What  would  she  promise  him  when  he  could  move 
the  rock?  How  much  would  she  tell  him?  If  he  knew  there 
was  a  surprise  when  he  could  move  the  rock,  what  would 
he  do?    Why  would  his  mother  wish  it  to  be  a  long  time? 

How  could  the  lessons  that  Greek  boys  have  help  Theseus 
to  move  the  rock  ?  What  would  Theseus  do  when  he  found 
the  rock  was  so  large  he  could  not  move  it?  How  old  would 
Theseus  probably  be  when  he  could  move  the  rock?  What 
sort  of  a  rock  would  this  have  to  be  to  keep  a  sword  and  a 
pair  of  sandals  in  good  condition  so  many  years?  What 
would  Theseus  want  to  do  as  soon  as  he  found  the  sword  and 
sandals?  Why  would  his  mother  want  him  to  wait  a  few 
days?  If  he  stayed  two  or  three  days  what  would  he  do  in 
that  time?  What  would  he  tell  his  young  friends  about  his 
journey?    What  kind  of  adventure  would  he  like? 

Theseus  could  get  to  Athens  by  land  or  by  water.  Which 
way  do  you  think  would  be  better  ?  Why  ?  His  grandfather 
told  him  to  go  by  water.  Can  you  tell  why?  Why  would 
Theseus  decide  to  go  by  land? 

Theseus  had  many  adventures.  Some  books  give  ten 
and  some  give  only  six.  Some  day  we  will  study  about 
them. 

II.     How  the  sword  saves  Theseus'  life. 

The  people  of  Athens  heard  about  these  adventures  of 
Theseus.  There  were  about  fifty  of  his  cousins  watching  for 
him  at  the  city  gates.  Why  would  these  cousins  hate  to  have 
Theseus  at  the  King's  court?     What  difference  would  it 


24  LKSSON  PLANS 

make  to  them  to  have  the  son  of  the  King  come?  They 
would  not  dare  to  kill  Theseus.  How  would  they  prevent 
the  King  knowing  of  his  son's  arrival?  Who  can  think  of 
another  way?  How  would  it  benefit  them  if  Theseus  was 
out  of  the  way. 

Now  the  King  had  not  seen  Theseus  since  he  grew  up  and 
he  would  think  Theseus  a  stranger.  How  could  the  cousins 
frighten  the  King  about  this  stranger  ?  What  would  they  do 
with  Theseus  while  they  went  in  and  told  the  King  about 
this  stranger? 

The  King  sat  on  his  throne.  At  his  right  hand  sat  a 
wicked  sorceress,  named  Medea.  She  had  a  son  named  Me- 
dus.  What  would  she  want  the  King  to  promise  for  her 
son? 

When  Medea  heard  the  story  the  cousins  told  of  a  stranger 
who  had  come  to  kill  the  King,  what  would  she  advise  the 
king?  What  would  be  a  good  plan  to  get  rid  of  Theseus? 
Why  wouldn't  the  king  want  to  kill  him?  What  easy  way 
might  the  witch  plan  to  kill  him  quickly  and  quietly? 

She  had  some  magic  power.  How  could  she  get  him  to 
take  this?  What  could  they  ofifer  him  when  he  came  in  to 
the  King's  presence? 

How  would  Theseus  act  when  he  first  saw  his  father  ?  Why 
would  Theseus  wait  for  his  father  to  recognize  him? 

As  Theseus  took  the  glass  of  wine  in  his  hand,  there  was 
only  one  thing  that  would  save  his  life.  What  was  it?  How 
is  the  King  to  know  it  is  his  son  ?  Just  as  Theseus  raised  the 
wine  to  his  lips  something  happened.  What  was  it  the 
King  saw  ?  Then  what  would  the  King  ask  Theseus  ?  What 
would  Theseus  say?  What  would  the  King  say?  What 
would  Medea  do?  How  could  a  witch  get  away  quickly? 
She  called  her  chariot  drawn  by  hissing  snakes.  What 
would  she  carry  with  her?    When  the  King  and  all  the  peo- 


e:ngush  25 

pie  heard  the  hissing  snakes  what  would  they  do?  When 
Medea  saw  the  king  put  his  head  out  the  window  how 
would  she  act?  She  shook  both  fists  at  him  so  haid  that 
she  lost  a  great  many  of  the  pearls,  diamonds,  emeralds  and 
rubies  she  was  stealing.  What  would  the  people  do  ?  What 
would  the  King  say  when  they  brought  the  jewels  to  i  Im? 
In  our  next  lesson  we  will  find  out  how  Theseus  kills  the 
Minotaur  and  saves  his  father's  people. 

COMPOSITION 

Story  Telling. 

Ethel  Sanders. 

The  aim  of  the  following  lesson  was  to  aid  children  in 
telling  stories  in  a  clear,  interesting  way.  The  second-grade 
teacher  sent  two  boys,  one  a  good  story  teller  and  the  other  a 
poor  one,  to  the  eighth  grade  room  to  tell  ''The  Three 
Bears."  The  older  pupils  were  entertained  by  the  stories, 
and  the  exercise  served  as  an  introduction  to  our  discus- 
sion on  story-telling. 

Which  boy  told  the  better  story?  What  was  the  trouble 
with  the  other  ?  "It  was  too  mixed  up."  You  could  not  fol- 
low the  story."  ''There  was  no  point  to  it."  How  can  one 
make  a  story  plain  to  one's  hearers?  There  were  various 
answers  to  this  question  but  many  of  the  pupils  agreed  that 
the  story  teller  must  have  the  story  definitely  arranged  in 
his  own  mind. 

Let  us  see  how  this  can  be  accomplished.  What  was  the 
point  of  greatest  interest  in  the  "Three  Bears?  What  is  the 
point  of  greatest  interest  in  "Treasure  Island?"  in  "The 
Christmas  Carol"?  in  "Rip  Van  Winkle"?  Here  the  pupils 
began  to  appreciate  the  idea  of  climax  so  that  word  was 
explained  and  used. 

How  many  pages  are  there  in  Rip  Van  Winkle  before  the 
climax?     After   the   climax?     In   the  other   stories   men- 


26  le:sson  plans 

tioned  is  the  climax  nearer  the  beginning  or  the  end?  Into 
what  three  parts  might  these  stories  be  divided?  The 
events  leading  up  to  the  climax ;  the  climax ;  the  subsequent 
events.  What  difference  does  it  make  as  to  the  order  in 
which  you  tell  the  events?  This  introduced  the  idea  of 
proper  sequence  of  events. 

Are  all  the  characters  in  "Sleepy  Hollow"  equally  import- 
ant ?  In  telling  a  story  how  can  it  be  shown  that  somie  char- 
acters are  important  and  others  unimportant.  Why  is  it 
necessary  to  describe  the  character  of  Rip  Van  Winkle? 
What  characters  in  ''Sleepy  Hollow"  must  be  described? 
Which  are  merely  mentioned? 

Why  could  not  the  story  of  "Rip  Van  Winkle"  have  taken 
place  today?  What  must  we  know  of  "The  Legend  of 
Sleepy  Hollow"  to  understand  the  plot?  In  telling  a  story 
how  much  of  the  setting  should  you  mention  ? 

What  then  are  the  points  of  a  story  which  one  must  think 
about  in  order  to  tell  the  story  well  ? 

Climax  of  the  story. 

Events  in  order  leading  up  to  it. 

Events  after  the  climax. 

The  important  characters  which  must  be  described. 

The  unimportant  characters  to  be  mentioned. 

The  setting  necessary  to  understand  the  plot. 

As  a  test  of  the  effectiveness  of  the  lesson  the  children 
read  the  story  "Pandora"  with  a  view  to  telling  it  later. 
After  the  reading,  the  important  points  in  the  story  were 
decided  upon. 

Climax — ^^Pandora  opens  the  box  of  troubles. 

Previous  events.  Pandora  comes  to  live  with  Epimtetheus. 
They  are  happy  till  Pandora  discovers  the  box.  Epime- 
theus  tells  how  it  came  there,  but  refuses  to  open  it.  Pan- 
dora's curiosity  is  aroused.  She  unties  the  cord  around  the 
box.    Epimetheus  does  not  prevent  her  opening  the  lid. 


e;ngi.ish  27 

Subsequent  events.  The  troubles  begin  their  work  on 
Epimetheus  and  'Pandora.  They  go  throughout  the  world. 
Hope  finally  is  let  out  of  the  box. 

Important  characters.  Epimetheus.  Pandora. 

Unimportant   characters.      Other   children.    Mercury. 

Necessary  setting.  Time — Thousands  of  years  ago.  Place 
— A  land  of  flowers  and  sunshine. 

After  this  outline  had  been  made  the  pupils  practiced  tell- 
ing the  story. 

DRAMATIZATION 

"The  Pied  Piper  of  Hamelin,"  Browning. 

M.  B.  Coulter. 

Aim  :  To  guide  the  class  in  making  the  story  of  the  Pied 
Piper  into  an  interesting  play  to  be  acted  for  another  class. 

The  story  is  recalled  in  the  class.  How  else  might  this 
story  be  told?  Suppose  you  had  read  an  account  of  a  fire 
in  the  newspaper  and  then  heard  two  eye-witnesses  of  the 
disaster  tell  about  it.  Which  would  be  more  interesting? 
Why?  What  would  they  be  doing  while  they  were  talking? 
Today  we  shall  begin  to  tell  the  story  of  The  Pied  Piper  of 
Hamelin  by  means  of  conversations  between  the  persons 
who  are  in  the  story.  What  shall  we  call  this  story  that  is 
told  through  conversations  ?  What  shall  we  name  the  play  ? 
What  persons  are  to  do  the  talking  in  the  play?  Why  can 
we  not  decide  definitely  now  on  all  the  characters  we  shall 
have  ? 

How  many  of  you  have  seen  a  play?  What  were  you 
given  that  explained  the  play  to  you?  What  else  did  you 
find  on  the  program  besides  the  name  and  list  or  cast  of 
characters?  Whaf  things  must  we  always  tell  in  the  be- 
ginning of  a  story?  These  same  things  are  also  necessary 
in  the  play;  only  we  arrange  them  in  a  more  orderly  way. 
Let  us  write  on  the  board  a  neat  and  orderly  arrangement 


28  I.ESSON  PI.ANS 

of  subject  of  play,  cast  of  characters,  the  time  and  the 
place.  A  play  is  usually  divided  into  parts.  Let  us  see  into 
what  parts  this  story  would  be  divided.  What  are  the  most 
important  things  that  happen  in  the  story  of  the  Pied  Piper? 
Sometimes  an  action  begins  at  one  place  and  ends  at  an- 
other. Since  only  one  place  can  be  represented  on  the  stage 
at  one  time,  how  must  the  act  be  divided  so  that  there  may 
be  time  to  change  scenery? 

What  is  the  first  important  fact  we  learn  about  Hamelin? 
In  the  story  we  can  say  "The  people  of  Hamelin  were  in 
great  trouble  because  of  a  pest  of  rats."  How  miust  this 
fact  be  represented  in  our  play.  Whom  shall  we  have  to 
tell  this  ?  Plow  can  we  let  the  audience  know  whom  to  ex- 
pect to  see  in  the  first  scene  of  the  first  act?  Who  would  be 
most  apt  to  be  talking  about  the  damage  done  by  the  rats  ? 

Since  this  play  takes  place  in  Holland,  which  names 
should  we  use?  The  word  for  housewife  in  Dutch  is 
vroiiw;  for  citizen  burgher.  Where  might  these  house- 
wives be  going?  Are  the  first  housewife  and  the  second 
housewife  to  stand  still  without  doing  anything,  as  if  they 
were  reciting  a  memory  gem?  Why  not?  Write  the  names 
of  the  persons  who  take  part  in  the  first  scene,  where  they 
are,  and  what  they  are  doing. 

Now  we  are  ready  to  write  what  they  say  to  each  other. 
Let  us  recall  some  of  the  damage  done  by  the  rats.  What 
did  they  do?  How  much  shall  we  have  the  first  vronzv  tell 
the  second  vrouzif?  Why  not  all?  What  would  the  other 
reply?  Wliat  would  they  do  besides  talk  about  their  trouble? 
How  could  you  make  the  trouble  with  the  rats  seem  more 
real!  By  what  action?  What  do  we  need  in  addition  to  a 
speech  from  each  of  them  and  the  dropping  of  a  rat  from 
the  market  basket  to  make  clear  to  the  audience  that  the 
trouble  with  the  rats  was  very  great  indeed?  Why  would 
it  be  natural  for  other  persons  to  join  these  two  who  are 


^NGI^ISH  29 

talking?  How  should  their  coming  be  explained  to  the  au- 
dience? Who  might  they  be?  What  would  each  say?  As 
these  characters  talk  about  their  troubles  with  the  rats,  what 
conclusion  will  they  come  to?  What  plan  will  they  make? 
What  will  each  say  ?  To  whom  can  they  go  for  help  ?  Why 
can  you  not  represent  them  as  going  to  the  mayor  imme- 
diately? How  will  you  get  around  this  difficulty?  How 
will  you  end  the  first  scene  to  keep  prominent  before  the 
minds  of  the  persons  in  the  audience  the  fact  that  these  rats 
had  taken  possession  of  everything? 

This  plan  was  used  with  a  seventh  grade  for  the  first 
scene  of  the  first  act  in  the  play.  The  following  dramatiza- 
tion is  the  work  of  a  pupil  who  in  her  zeal,  wrote  the  whole 
play  after  the  first  lesson  was  given.  It  is  not  copied  or 
corrected  work,  and  is  her  own  idea  of  what  the  play  should 
look  and  read  like.  Of  course,  it  has  many  faults,  but  in  its 
spirit  it  has  the  things  I  am  working  for — life  and  action : 

THE  PIED  PIPER  OF  HAMEUN 
Cast  of  Characters 
First  Burgher. 
Second  Burgher. 
Vraue  Van  Studdiford. 
Vraue  Swarth. 
Vraue  Rubens. 
Vraue  Van  Gilden. 
Katrina  Van  Tassel. 
Mayor  and  members  of  corporation. 
Third  Burgher. 
Fourth  Burgher. 
Piper. 
Lodewyk  Rubens. 

Time — 1376. 

Place — Holland. 

Act  I— Scene  I. 

Street  Scene  in  Hamelin. 

First  Bu7-gher — Something  must  be  done.  You  should  have  seen 
the  procession  of  rats  coming  through  my  hall  this  morning.  They 
must  have  been  going  to  the  bedroom  to  find  a  comfortable  place 
among  my  clothes  in  the  wardrobe  to  spend  the  day  in  sleep.  They 
were  so  well  fed  that  it  was  impossible  for  them  to  get  through  one 
of  the  many  places  where  they  have  dug  boulders  out  of  my  floor. 


30  LESSON  PLANS 

There  was  no  doubt  as  to  where  they  were  coming  from,  as  the 
same  thing  happens  so  regularly.  But  I  didn't  fully  realize  it  until 
my  wife  called  me  to  the  pantry.  There  everything  was  upset.  The 
half  of  cheese  that  was  brought  home  last  night  was  borroughed  into 
like  a  dam  inhabited  by  beavers.  A  hand  lamp  that  stood  on  the  top 
shelf  was  overthrown,  the  chimney  was  broken,  and  the  oil  was 
spilt  into  a  jar  of  cream  that  stood  below.  The  victuals  that  weren't 
eaten  were  spoiled,  and  even  the  soap  was  gnawed. 

Second  Burgher — That's  too  bad.  But  I  had  worse  experience. 
The  ring  I  gave  to  my  daughter  for  Christmas  was  dropped,  and  it 
rolled  under  the  cupboard.  We  had  the  piece  of  furniture  moved, 
only  to  find  a  rat-hole  four  and  one-half  inches  in  diameter.  The 
ring  may  be  found,  but  I  doubt  it.  And  that  piece  of  jewelry  cost  me 
a  small  fortune.    It  cost  me  a  fortune. 

First  Burgher — I  heard  that  neighbor  Van  Dyssel  was  going  to 
leave  Holland  on  account  of  the  rats.  The  baby  was  scared  into 
spasms. 

Second  Burgher — That  wouldn't  be  so  easy  for  me  do.  Leaving 
Hamelin  means  leaving  my  friends  and  my  property.  I  couldn't 
sell  the  property;  there  is  no  one  to  buy  it,  on  account  of  this  pest. 

First  Burgher — I  was  thinking,  if  someone  would  invent  a  trap 
that  would  work  half  successfully,  his  fortune  would  be  made  in  a 
week. 

Second  Burgher — If  I  thought  I  could  do  it,  I'd  be  satisfied  to 
work  my  brain  for  money  enough  to  give  up  the  milk-yoke. 

First  Burgher — Ah!  Here  comes  Vraue  Van  Studdiford.  How 
happy  she  looks.  She  doesn't  seem  to  ever  worry  about  anything. 
(Enter.)    Good  morning,  Vraue  Van   Studdiford. 

Vraue  Van  S. — Good  morning,  my  friends,  how  do  you  come  to 
be  out  so  early? 

First  Burgher — But  you !  It  is  more  unusual  for  you  to  be  out 
before  nine  o'clock. 

Vraue  Van  S. — I  am  on  a  happy  mission.  I  am  going  to  Vraues : 
Swarth,  Rubens,  Van  Gilden,  and  Vosmaer,  to  deliver  invitations  to 
my  teaparty. 

Second  Burgher — Oh !  that  accounts  for  your  smiling  face. 

CURTAIN 

Act  I— Scene  II 

Scene:    Vraue   Van  Studdiford's  tearoom,  on  same  afternoon. 

Vraue  Van  S. — I  thought  this  would  be  the  nicest  way  to  enter- 
tain you  this  afternoon.    It  is  so  nice  to  have  a  friendly  chat. 

Vraue  Szvarth — And  to  find  out  what  the  neighbors  are  doing. 

Vraue  Rubens — Yes,  it  is  nice  to  be  neighborly  and  have  little 
meetings. 

Vraue  Van  Gilden — And  are  we  going  to  have  refreshments?  Yes? 
I  am  so  hungry.  It  is  so  pleasant  to  think  I  am  going  to  eat  lunch 
with  my  friends  around  me.     And  I  am  so  fond  of  tea. 

Vraue    Van   S. — Indeed?     I   will   order   it   immediately.    (Calls.) 


ENGLISH  31 

Katrina !        I    am    sorry   Vraue   Vosmaer   cannot   be   with    us    this 
afternoon.     Drying  fish  will  keep  her  busy  for  several  days. 

Enter  Katrina — Well  ? 

Vraue  Van  S. —  (aside  to  maid)—  Katrina,  will  you  serve  sorne 
refreshments?  And  please  be  quick  about  it.  Vraue  Van  Gilden  is 
here,  and  I  do  believe  she  hasn't  eaten  anything  since  she  received 
my  invitation. 

Katrina — Yes,  Vraue.   (Exit.) 

Vraue  Swarth — It  is  quite  a  surprise  to  see  you  at  a  social  Vraue 
Rubens. 

Vraue  Rubens — Yes,  I  seldom  go  farther  than  my  own  dooryard. 
I  am  generally  kept  at  home  on  account  of  Lodewick.  He  can  get 
around  very  slowly  with  the  aid  of  crutches.  But  I  think  he  will 
outgrow  it  altogether,  finally. 

He  is  so  lonely  when  I  leave  him,  and  he  passes  the  long  days  at 
the  little  square-paned  window,  through  which,  beyond  the  redtiled 
cottages  opposite,  he  can  catch  a  glimpse  of  a  patch  of  leaden  sky, 
and  a  gray,  flat,  wind-swept  country.  An  occasion  pedestrian,  in  his 
loose  garments,  and  a  milk-cart  now  and  then,  pulled  by  those 
patient  little  slaves  so  often  abused. 

Enter  Katrina  with  jar. 

Katrina — Here  Vraue  is  the  tea.  Will  you  have  it  served  from  the 
new  teapot? 

Vraue  Van  S. — Yes !  hold  it  while  I  pour  it  in, 

Vraue  Van  Gilden — Oh,  it  doesn't  matter  from  what  it  is  served. 

Vraue  Van  S. — Hold  it  steady,  Katrina ! 

Splash — Splash. 

Katrina — Gracious!  what  was  that?  and  that?  Rats!  two  of  them. 
Oh,  two  drowned  rats,  and  all  our  good  tea  is  spoiled. 

Vraue   Van  Gilden — How  discouraging  ! 

Vraue  Swarth — It  is  unfortunate. 

Vraue  Rubens — Refreshments  ar'nt  necessary  to  make  our  visit 
pleasant. 

Vraue  Van  S. — I  understand  that.  But  it  shatters  all  our  plans 
for  this  afternoon.  This  is  disgusting !  and  it  must  come  to  an  end 
at  once!  Come  Katrina,  get  my  wraps  and  I  will  get  the  neighbors 
to  go  in  a  party  to  the  mayor.  I'll  continue  my  tea-parties  when  I 
can  rest  assured  I  will  not  be  interrupted. 

Vraue  Swarth — To  the  Mayor?  Why  go  to  him?  There  is  no  one 
with  less  brains  or  courage  than  he.  How  do  you  expect  him  to 
rid  us  of  the  vermin? 

Vraue  Van  S. — But  something  must  be  done,  and  we  may  as  well 
be  the  starters. 

CURTAIN 

Scene  inside  the  courthouse. 

Burgher  (to  mayor) — Well,  haven't  you  come  to  any  conclusion 
yet? 
Mayor — Why — er — no,  I  don't  know  exactly  what  to  do. 


32  LESSON    PIvANS 

//  BurgJier~You  ought  to  know ;  and  if  you  don't,  you  are  not  fit 
for  this  position. 

///  Burgher— Traps  \  poisons!  millions  of  traps  couldn't  answer 
the  purpose.  And  to  buy  poison  for  all  those  rats  would  mean 
bankruptcy. 

JV  Burgher — Come  on,  mayor,  show  your  wit.  Do  something,  and 

do  it  quick. 

Knock  !     Knock  !     Knock  ! 

Mayor — Step  aside,  gentlemen,  and  let  me  reach  the  door.  For 
goodness'  sake  don't  nag  at  me  so.  I  will  think  of  a  plan  shortly. 
Come  in. 

Enter    Piper. 

Piper — Gentlemen,  I  know  of  the  dilemma  in  which  you  are,  and  I 
have  a  secret,  to  rid  you  of  this  pest.    For  i,ooo  guilders  I  will  do  so. 

Mayor — i,ooo  guilders !  we  will  give  you  50,000,  if  you  only  keep 
your  word. 

Piper  steps  outside  and  plays. 

CURTAIN 

Inside  of  courthouse. 

Enter  Piper — As  you  have  seen  it  with  your  own  eyes,  you  cannot 
doubt  but  what  I  have  kept  my  promise.  Now,  for  my  1,000  guilders. 

Mayor — Ha,  ha,  I  have  followed  you  far  enough  to  see  the  rats 
coming  from  yards  and  allies,  and  tumbling  out  of  hay  lofts.  I  saw 
every  one  of  them  jump  into  the  river.  And  I  believe  that  rats  once 
dead  cannot  come  to  life  again.  Never  mind  the  guilders. 

Piper — I  have  no  time  to  waste.  I  am  going  to  Bagdad,  where  I 
ridded  a  cook  of  a  nest  of  scorpions,  and  I  am  invited  to  their  feast 
this  afternoon.  I  did  not  come  down  on  his  price,  neither  will  I 
come  down  on  yours.    Are  you  going  to  pay  me? 

Mayor — Now,  my  good  people,  consult  your  carpenters  and  archi- 
tects, and  Hameline  will  be  a  peaceful  town  again. 

Piper  steps  outside  and  plays.  Children  follow.   (Exit  All.) 

Enter  rat — How  fortunate  that  I  should  be  the  only  one  saved. 
I  was  lurking  quietly  around  the  stable,  when  I  heard  the  opening 
of  barrels  and  boxes,  and  unscrewing  of  jars  containing  eatables 
not  to  be  had  every  day. 

This  seemed  to  be  directly  before  me,  and  as  I  went  on  recklessly, 
following  that  sound,  with  my  relations  forming  a  mass,  running 
ahead  of  me.  Suddenly  we  fell.  Down,  down,  and  before  I  real- 
ized it,  I  felt  the  waves  of  the  Weiser  dashing  over  me. 

(Exit  rat.)       Enter  people  with  crippled  boy. 

Crippled  Boy — I  heard  such  sweet  music,  that  told  me  of  a  nice 
place,  where  I  would  have  a  good  time  all  my  life.  I  was  to  have 
anything  I  wished  for,  and  I  would  not  be  lame  any  more  or  have 
anything  to  do  but  play.  I  wanted  to  go  there  and  stay  with  my  play- 
mates, and  so  I  followed  the  clatter  of  a  thousand  little  sabots. 

Finally  we  came  to  a  mountain,  where  a  door  opened,  and  the 
piper  and  my  playmates  went  in.  Then  the  door  closed  and  I  was  left 
outside.    If  only  I  could  have  walked  faster,  I  would  be  happy  now. 


ARITHMETIC 
Introduction. 

All  of  the  arithmetic  lessons  are  based  upon  actual  con- 
crete material  familiar  to  the  children  for  whom  it  is  in- 
tended. The  large  problem  to  be  solved  in  each  case  is 
either  the  pupil's  own  problem:,  is  easily  recognized  as  the 
problem  of  some  adult  whom  he  knows,  or  has  some  direct 
connection  with  his  life.  Each  problem  involves  much  arith- 
metic. The  children  feel  the  need  for  the  more  mechanical 
work  in  order  to  reach  the  answers  to  their  problems.  These 
answers  frequently  prove  to  be  of  great  interest  and  give  a 
new  attitude  toward  some  of  our  commonest  necessities,  as 
in  harvesting  the  ice  crop  in  which  the  boys  and  girls  were 
almost  more  interested  than  in  skating.  It  is  possible  also 
that  this  interest  carried  over  out  of  school  and  that  the 
facts  gleaned  seemed  worthy  of  discussion  in  the  homes. 

In  the  same  way  the  lesson  planning  a  playground  prob- 
ably brought  a  new  appreciation  of  the  playground  to  both 
the  children  and  their  parents. 

In  the  lesson  on  making  an  apron  the  girls  would  not 
only  learn  through  doing,  but  would  add  to  their  skill  in 
measuring,  in  estimating  measures,  and  in  planning  a  piece  of 
work  before  undertaking  it. 

The  dairy  lesson  and  percentage  problems  in  dairying 
should  of  course  be  used  only  in  a  suitable  locality  and  the 
basic  facts  should  always  be  collected  by  the  children  them- 
selves. These  lessons  are  typical,  however,  of  many  local 
problems  which  are  suitable  for  school  work. 

The  excursion  is  typical  of  many  that  should  be  planned 
to  lead  to  an  understanding  and  appreciation  of  local  indus- 
tries.   This  series  of  lessons  as  they  are  resulted  in  an  un- 

33 


34  i.e:sson  plans 

usual  degree  of  interest  to  the  pupils  and  in  the  gathering  of 
useful  information.  The  series  would  be  improved  by  a 
large  well-defined  problem  which  would  determine  what 
facts  to  collect  and  which  of  the  many  possible  arithmetic 
examples  should  be  stated  and  solved  to  arrive  at  the  solu- 
tion of  the  large  problem.  For  instance — What  does  the 
piping  for  water  works  cost  Cincinnati  each  year?  What 
are  the  elements  in  that  cost? 

The  problems  are  very  definitely  stated  in  the  water  works 
plan.  The  basic  facts  in  this  lesson  could  not  be  used 
again  as  they  have  changed  in  Cincinnati  and  would  be  dif- 
ferent in  another  city,  but  similar  ones  would  be  easily  ob- 
tainable. It  would  be  interesting  to  compare  the  astonishing 
results  with  those  from  other  cities. 

The  Building  and  Loan  Association  is  common  to  almost 
any  community  and  will  be  accepted  by  eighth  grade  pupils 
as  a  genuine  problem  worthy  of  intelligent  study.  This 
series  necessitates  the  pupils  keeping  records  of  their  findings 
from  day  to  day  and  building  up  a  series  of  ideas  toward  a 
large  whole  always  guided  by  a  definite  problem  or  aim. 

Harvesting  an  Ice  Crop. 

Carolyn  L.  Strasser. 

My  boys  and  girls  were  enjoying  the  fine  skating  early  in 
January,  when  one  day,  they  came  in  disconsolate,  announc- 
ing that  they  were  bidden  to  "keep  off  the  ice."  A  local  ice 
dealer  had  begun  to  cut  the  ice. 

Later  in  the  day  I  suggested  that  all  pupils  who  could 
possibly  do  so,  visit  the  pond  to  get  some  information  and 
numerical  facts  which  we  would  use  in  the  class-room.  The 
children  made  a  note  of  facts  wanted,  as  I  suggested  them, 
and  to  these  they  also  added  some  given  by  the  men. 

My  aim  was  to  have  the  children  see  that  the  power  and 
skill  they  gain  in  the  schoolroom  work  may  be  profitably  and 


arithme;tic  35 

practically  applied  in  the  world  about  them,  and  that  such 
local  problems,  the  answers  to  which  are  worth  working  out 
and  knowing,  arise  constantly  in  their  own  lives. 

Re:port  of  Pupils'  Work 

Within  two  days  after  my  suggestions  were  given  to  my 
class,  (second  week  in  January),  the  children  came  to  school 
with  much  interesting  information.  Several  of  them  were 
asked  to  post  their  "notes"  on  the  bulletin  board ;  others  put 
them  on  the  blackboard.  I  overheard  many  interesting  con- 
versations and  questions  as  I  moved  from  group  to  group 
during  intermissions.  I  found  that  ice-harvesting  was  prov- 
ing an  interesting  topic.  From  local  statistics  I  formulated 
problems  given,  using  the  facts  the  children  had  brought  in 
as  a  basis.  There  were  some  pupils  who  also  brought  in 
facts  about  cutting  ice  on  other  ponds,  on  the  canal,  etc. ; 
and  where  possible  these  figures  were  compared  with  local 
figures  and  led  to  interesting  problems. 

Facts — secured  by  pupils  as  the  basis  of  problems 

on  ice  cutting 

Blocks  cut  9  inches  thick  by  18  inches  square. 

Block  weighs  200  pounds  (average). 

Icehouse  20  feet  high,  30  feet  wide,  50  feet  long. 

Average  number  of  blocks  stored  by  one  man,  300  per  day. 

Number  of  blocks  hauled  in  a  wagon  (at  one  time)  10. 

WAGES 

Five  cutters,  $2.50  per  day. 
Four  polers,  $1.75  per  day. 
One  driver,  $1.50  per  day. 
Six  packers,  $2.00  per  day. 
One  holder,  $2.00  per  day. 
Two  guiders,  $1.75  per  day. 
One  chopper,  $1.75  per  day. 


36  I^ESSON    PI.ANS 

MISCELLANEOUS 

Twenty-three  thousand  feet  of  lumber  in  new  icehouse. 
Retail  price  of  ice,  40  cents  per  100  pounds. 
Wholesale  price,  20  cents  per  100  pounds. 
Mr.  Peters  estimates  his  "harvest"  at  1,200  tons. 

PROBLEMS 

How  many  cubic  inches  in  a  block  of  ice? 

How  many  blocks  to  the  ton? 

How  much  did  one  wagon-load  weigh? 

How  many  blocks  were  cut  in  a  day?    Weight  of  these? 

How  many  days  did  it  take  to  cut  the  1,200  tons? 

What  amount  was  paid  out  in  a  day  for  wages? 

Find  amount  cutters  (five)  received  for  the  days  they 
worked. 

Find  value  of  the  harvest  at  wholesale  price. 

Find  value  of  the  harvest  at  retail  price. 

What  amount  would  the  dealer  gain  by  selling  wholly  at 
retail  price? 

What  will  be  amiount  I  must  pay  for  ice  if  the  dealer  puts 
in  20  pounds  every  other  day  in  June? 

What  will  it  cost  a  household  to  use  10  pounds  of  ice  daily 
during  June,  July,  August,  and  September  ?  Find  weight  of 
amount  used. 

The  children  were  interested  and  worked  well  on  these 
problems.  Some  good  problems  of  their  own  were  worked 
out,  also.  A  considerable  number  of  other  interesting  facts 
arose  in  connection  with  this  subject,  and  other  problems 
were  given,  and  used  in  summarizing  what  we  had  learned 
about  harvesting  an  ''ice  crop." 

Planning  a  Playground. 

Lucy  Saunders. 

The  following  problem  is  intended  for  a  school  just 
awakening  to  playground   needs.     Therefore   the  work  is 


arithme:tic  37 

sufficiently  connected  with  the  present  hfe  of  the  children  to 
be  properly  motivated. 

Problem — To  find  how  much  our  playground  should  be 
extended  and  how  it  should  be  divided. 

Playground  workers  have  agreed  that  the  least  amount  of 
space  a  playground  should  have  is  30  sq.  ft.  per  child.  We 
have  600  pupils  in  this  building,  how  large  should  our  play- 
ground be  ?  We  have  now  two  lots  50  ft.  by  80  ft.,  what  is 
the  size  of  our  present  playground  ?  How  much  then  should 
our  playground  be  extended  in  order  to  meet  the  minimum 
requirements?  How  many  times  larger  would  it  be  than 
at  present?  How  compare  with  an  acre?  How  should  we 
divide  this  space?  Baseball  diamond,  basketball  court,  ap- 
paratus and  free  space. 

A  fair-sized  baseball  diamond  is  60  feet  on  a  side.  How 
many  square  feet  would  this  take?  How  many  square  feet 
will  it  take  for  the  basketball  court?  How  long  must  a 
court  be?  40  feet.  How  wide?  30  feet.  How  much 
ground  does  that  leave  us  for  our  apparatus  and  free  space  ? 

We  have  found  ( i )  how  large  it  must  be  to  fill  minimum 
requirements  and  we  have  decided  (3)  how  this  is  best 
divided.     Tell  the  results  of  our  work  on  these  two  points. 

Arithmetic  and  Industrial  Work,  Making  an  Apron. 

Minnie  L.  Dugan. 

Problem — To  find  the  cost  of  an  apron  to  be  made  ac- 
cording to  following  pattern.  This  pattern  calls  for  the  fol- 
lowing measurements  : 

Body  of  apron :  length,  24  inches ;  width,  25  inches. 

Band  (finished)  :  54x261/2  inches. 

Strings  (finished)  :  2^x20  inches. 

Hem:  3-16  inch. 

Allow  14  inch  for  all  turns  except  in  a  narrow  hem ;  then 
y%  inch  turn. 


38 


LESSON    PLANS 


Materials  assumed  are : 

Muslin,  27  inches  wide. 

Edging,  Ys  of  an  inch  wide. 

Inserting  or  beading  Yz  an  inch  wide. 

(The  pupils  are  expected  to  copy  the  pattern  from  the 
blackboard  and  tabulate  the  facts  as  they  are  disclosed  in  the 
discussion.) 

How  shall  we  find  the  amount  of  material  needed  for  the 
body  of  apron?  Measure.  For  what  else  do  we  need  ma- 
terial? Band  and  strings.  Lengthwise  or  crosswise?  Why? 
Where  shall  we  cut  these?  How  much  extra  length  do  we 
need?  Discussion  of  length  and  width  of  strings.  What  is 
the  width  of  strings  to  be  ?    How  wide  must  they  be  cut  ? 


How  much  edging  will  be  required?  Will  the  edging  go 
straight  around  the  points?  How  meet  the  difficulty?  Ex- 
plain gathered  and  mitered  corners.  Which  is  the  bet- 
ter in  this  case?  Try  placing  the  tape  measure  around  the 
points.  Estimate  amount  required.  In  general  the  extra 
length  for  points  must  equal  the  width  of  the  trimming. 
Why  would  this  be  true?  Then  how  much  is  needed  to 
miter  each  point?    How  much  for  the  outward  turns? 


arithme:tic  39 

How  much  inserting  will  be  needed?  Measure  as  for  the 
edging.  How  does  the  width  compare  with  the  edging? 
What  difference  does  that  make?  Where  else  is  the  inser- 
tion required?  Two  middle  strips  and  ends  of  strings.  How 
much  altogether? 

In  estimating  the  cost  of  the  apron  what  else  must  be  con- 
sidered ?  Cost  of  making.  What  do  you  know  about  the  daily 
wage  for  plain  sewing?  How  many  hours  a  day?  How 
much  time  would  this  apron  take?  Why  would  it  differ? 
Why  do  some  workers  earn  more  than  others  ?  Discuss  the 
fairness  of  this. 

Let  us  determine  the  cost  of  the  apron.  What  facts  must 
we  collect?  What  added  information  do  we  need?  The 
muslin  is  Z7Vl  cents  per  yard,  the  edging  and  insertion  each 
12!/^  cents  per  yard. 

How  wide  were  the  band  and  strings  cut?  What  ma- 
terial will  be  left?  What  suggestion  have  you  for  using  this 
material?  If  twelve  of  us  make  aprons  alike  what  differ- 
ence will  it  m.ake  in  the  amount  of  material  needed  ?  What 
difference  in  the  cost  of  each  one? 

A  Dairy  Problem. 

Blla  C.  Sweeney. 

(For  children  in  a  dairying  community.) 
The  children  have  been  studying  dairying  and  have  visited 
a  scientific  farm.    They  have  studied  rations  and  copied  the 
amount  which  a  cow  produced  and  amount  which  she  ate 
from  data  supplied  by  farmers. 

Pood  in  I  week 
240  lbs.  silage  at  $  2.50  ton. 
84  "  alfalfa  at  $10 
28  "  bran     at  $24 
28  "  meal     at  $20 


(( 


40  LESSON   PLANS 

Produced  in  i  week 

115  5-13  lbs.  milk;  5%  of  this  is  butter 

80%  "  "  "  skim  milk 
15%  "  "  "  buttermilk 
Butter  value  is  32c  lb. 
Skim  milk  i6c  per  100  lbs. 

Buttermilk  12c  per  100  lbs. 

Does  it  pay  to  keep  this  cow  in  the  dairy? 
Each  child  might  now  select  a  particular  cow  from  a  dairy, 
get  data  from  the  chart  in  the  barn,  and  find  out  if  she  were 
worth  keeping. 

Accuracy  could  be  motivated  in  this  way;  if  children  do 
not  secure  right  result,  the  teacher  may  show  how  he  would 
make  a  poor  farmer  if  he  could  not  tell  exactly  how  much 
he  was  making  on  every  cow. 

Percentage  Problems  In  Dairying. 

Marjorie  Mciklejohn. 

Teacher's  Aim — To  teach  the  meaning  of  percentage,  the 
fractional  equivalents  and  the  first  case  in  percentage. 

Pupil's  Aim — To  learn  to  figure  on  the  milk  question  as 
father  does. 

Did  you  ever  hear  father  tell  how  much  his  milk  tested? 
He  said  one  month  it  tested  4%.  What  did  he  mean?  If  no 
one  knows,  teacher  explains  that  he  meant  that  in  every  one 
hundred  pounds  of  milk  there  were  four  pounds  of  butter 
fat.  Why  then  didn't  he  say  that?  Because  it  is  shorter 
and  easier  to  say  4%.  If  4  pounds  out  of  every  hundred 
pounds  is  butter  fat,  what  part  of  the  whole  milk  is  butter 
fat?  4-100  or  1-25.  If  there  were  only  100  pounds  of  milk, 
how  much  butter  fat  would  there  be.  4  pounds.  But  if  there 
200  pounds  of  milk?  Twice  as  much  or  8  lbs.  If  there 
were  350  pounds  of  milk?    3)/^  times  as  much  or  14  lbs.  But 


ARITHMETIC  41 

if  there  had  been  only  one  pound  of  milk  what  part  of  a 
pound  of  butter  fat  would  there  be?  4-100.  Express  it  as 
a  decimal,  too.  .04.  If  there  had  been  18  lbs.  of  milk,  how 
much  butter  fat  ?  340  pounds  ?  etc.  Teacher  passes  to  board 
and  shows  them  the  form  350  times  .04  pounds  of  butter  fat 
equals  14.00  pounds  butter  fat;  or  350  times  1-25  pounds  of 
butter  fat  equal  14  pounds  of  butter  fat. 

Teacher  questions  to  see  that  each  form  is  understood.  If 
such  a  thing  were  possible  as  having  10%  milk,  what  part 
would  be  butter  fat?  10  pounds  out  of  every  100  pounds  or 
i-io  of  whole.  25%  milk?  50%  milk?  15%  milk?  16  2-3% 
milk?  Put  on  the  board  the  %s  and  their  fractional  equiv- 
alents. Who  would  have  more  butter  fat,  your  father  with 
200  pounds  of  4%  milk  or  Mr.  Jones  with  300  pounds 
3!/2%  milk?  Why  does  father  care  so  much  what  his  test 
is?  Because  income  depends  on  the  amount  of  butter  fat, 
not  on  the  pounds  of  milk.  Suppose  last  month  he  had  a 
total  of  4250  pounds  of  3%  milk  and  this  month  a  total  of 
4050  pounds  of  31/2%  milk.  Which  month  will  he  have 
more  butter  fat?  How  much  will  his  check  be  this  month 
if  butter  fat  is  worth  40  cents  per  pound?  If  next  month 
his  test  is  the  same  and  amount  of  milk  the  same,  but  the 
price  of  butter  fat  is  10%  higher,  what  will  be  his  check? 

Different  pupils  may  tell  the  amount  of  milk  obtained  on 
different  days  and  their  test ;  then  all  figure  for  the  daily  in- 
come from  each  dairy  reported ;  then  figure  for  weekly  and 
monthly  incomes  with  prices  of  butter  fat  varying. 

Assignment — ist.  Let  each  figure  today's  income  from  the 
home  dairy,  using  market  quotation  price  as  found  in  papers 
for  butter  fat.  2nd.  Let  each  one  bring  in  a  clipping  from 
newspaper  advertising  section,  which  uses  term  % — then 
let  class  interpret  its  meaning  the  next  day. 


42  LESSON    PlvANS  ' 

An  Elxcursion  to  a  Great  Industrial  Plant. 

(Published   in    October,    1911.) 

Frank  M.  Hayes. 

Our  class  in  arithmetic  decided  to  visit  the  United  States 
Cast  Iron  Pipe  &  Foundry  Co.,  at  Addyston,  Ohio;  so  we 
spent  one  day  in  talking  over  the  kind  of  plant  the  foundry 
company  had  and  made  notes  of  some  things  we  wanted  to 
find  out. 

The  plant  at  Addyston  is  one  of  a  group  of  eight  which 
are  united  into  a  trust.  The  Addyston  plant  is  one  of  the 
largest  and  is  only  about  lo  miles  from  Cincinnati,  Ohio,  on 
the  Ohio  River,  and  is  connected  with  the  Big  Four  Rail- 
road and  Baltimore  &  Ohio  Railroad  by  switches.  It  is  en- 
gaged exclusively  in  the  manufacture  of  cast-iron  pipe  and 
special  castings  to  make  the  connections. 

We  expected  to  be  interested  especially  in  the  foundry  and 
molding  shops,  and  were  going  to  be  on  the  lookout  for  any 
information  that  would  help  us  in  our  practical  problems  in 
the  schoolroom.  We  made  a  list  of  questions  before  starting, 
as  follows :  What  raw  materials  are  used  in  the  manufac- 
ture of  pipe?  What  is  the  cost  of  the  iron  per  ton?  Is  it  re- 
ceived by  rail  or  river?  Which  is  the  cheaper  way?  How 
much  iron  is  needed  to  make  a  pipe?  What  processes  does  a 
pipe  pass  through  in  its  manufacture?  How  many  pipes  are 
cast  per  day?  About  what  per  cent,  turn  out  good?  What 
is  done  with  poor  pipe?  How  much  is  a  finished  pipe 
worth  ?  Is  it  sold  by  the  pound  or  lengths  ?  Where  are  they 
sold?  How  long  is  a  pipe?  How  many  men  are  employed 
by  the  company  ?  How  many  skilled  mechanics  ?  What  sys- 
tem is  used  in  paying  off?  What  amount  of  insurance  is 
carried?  What  fire  protection  has  the  company  ?  What  is 
the  amount  of  taxable  property  ? 


ARITHMETIC  43 

This  was  the  general  line  of  information  we  were  going  to 
seek,  and  expected  to  find  out  much  more  that  would  be  sug- 
gested as  we  went  along. 

Upon  arriving  at  the  grounds  we  were  amazed  at  the  size 
of  the  plant.  We  found  it  covered  about  forty  acres  and 
owned  sixty  acres  outside  of  the  main  grounds.  The  company 
has  its  own  private  railroad  incorporated,  with  about  seven 
miles  of  track,  a  large  switch  engine,  a  rope-making  factory, 
two  molding  shops,  a  large  pipe  shop,  a  pattern  shop,  a  ma- 
chine shop,  two  cleaning  sheds,  a  pattern-storage  building, 
an  electric  light  plant,  a  private  water  works,  and  two  hotels 
where  some  of  the  employes  board. 

The  first  place  we  visited  was  the  pig-iron  yard.  Here  we 
saw  between  9000  and  10,000  tons  of  pig-iron  all  ricked  up. 
Men  were  hired  by  the  ton  to  carry  this  out  of  the  cars  and 
rick  it  up.  We  found  that  a  man  had  a  yearly  contract  to 
unload  this  iron  at  five  and  a  half  cents  a  ton.  He  hired 
other  men  to  do  the  work  at  five  cents  a  ton,  and  thus  he 
made  one-half  cent  on  each  ton  unloaded.  The  average 
number  of  tons  on  a  car  was  30,  and,  as  a  rule  about  300  tons 
were  used  daily.  This  was  extra  money  for  the  foreman,  as 
he  received  a  salary  for  other  work  which  he  did. 

We  asked  the  price  of  iron,  and  were  told  that  scrap  costs 
about  $14  to  $15,  poor  grade  from  $16  to  $20  per  ton,  and 
from  that  up  to  $27  a  ton  for  good  grades. 

This  information  formed  the  basis  for  the  following 
questions.  There  were  9500  tons  of  iron  in  the  yard,  costing 
on  an  average  $22  a  ton.  What  was  it  all  worth  ?  300  tons 
are  used  daily.  What  does  the  pig-iron  cost  the  company  at 
an  average  of  $18  a  ton?  How  much  does  it  cost  to  have 
the  300  tons  unloaded?  What  amount  of  money  is  received 
by  the  foreman  for  unloading  the  300  tons?  What  per 
cent,  is  that  of  what  the  men  receive  ?    This  iron  came  from 


44  LESSON    PLANS 

West  Virginia  and  Tennessee,  and  the  freight  rate  was 
about  50  cents  a  ton.  What  did  the  freight  on  a  car  holding 
34  tons  cost?  What  was  the  total  freight  on  the  train  of 
cars  carrying  300  tons  ? 

Next  we  visited  the  pattern  shop.  Here  patterns  are 
made  for  every  new  irregular-shaped  casting.  It  was  a  very 
up-to-date  shop,  and  there  were  38  men  employed  and  three 
apprentices.  The  average  rate  of  wages  was  $2.75  a  day. 
Some  made  a  good  deal  more  and  some  less.  What  does 
the  pattern  shop  cost  the  company  in  wages  to  run  it  a 
week?  A  month?  A  year?  The  foreman  told  us  that  they 
used  about  a  carload  of  lumber  (10,000  or  12,000  feet  of 
pine  or  cypress)  in  about  three  weeks.  What  does  this  cost 
the  company  at  4.Y2  cents  a  foot?  The  lumber  was  shipped 
from  Michigan.  The  freight  rate  was  18  cents  a  hundred 
pounds.  The  car  weighed  20  tons.  What  did  the  freight 
amount  to? 

From  here  we  went  to  the  pipe  shop.  This  was  very  in- 
teresting, but  we  thought  it  very  dangerous.  Large  cranes 
were  swinging  around  carrying  pipes  or  flasks  weighing  ten 
or  twelve  tons.  There  is  a  double  set  of  pits  to  work  with. 
One  pit  is  filled  with  cores  and  flasks  one  day  and  the  hot 
molten  metal  poured  in.  This  must  set  and  cool  off.  The 
next  day  these  pipes  are  taken  out  and  the  other  pit  is  filled. 

The  average  wage  in  the  pipe  shop  is  $1.75  to  $2  per  day, 
and  there  are  about  150  men  employed.  Hot  melted  iron  is 
poured  from  large  cups  into  immense  ladles,  and  these  are 
lifted  by  cranes  and  poured  into  molds,  where  the  iron  cools 
in  the  shape  of  a  pipe.  The  pipes  range  in  size  from  4 
inches  to  y2  inches  in  diameter.  A  four-inch  pipe  requires 
about  265  pounds  of  metal,  while  a  72-inch  pipe  requires 
about  14,000  pounds.  Limestone  is  mixed  with  iron  and 
causes  the  slag  to  separate  out.     It  takes  about  an  equal 


arithme:tic  45 

amount  of  coke  to  melt  iron  when  all  conditions  are  favor- 
able. 

The  average  wage  paid  in  the  pipe  shop  was  $1.85  a  day. 
What  do  the  wages  amount  to  for  a  single  payday  of  twelve 
working  days?  Compute  the  cost  of  the  iron  in  a  72-inch 
pipe  weighing  14,500  pounds  at  $18  a  ton.  Find  the  area 
of  the  opening  of  the  pipe.  200  four-inch  pipes  were  cast 
in  a  pit  for  a  days'  work.  What  was  the  value  of  the  iron 
used  at  $20  per  ton?  12  pipes  of  the  cast  were  bad,  what 
per  cent,  of  the  work  v^as  lost?  W^hat  per  cent,  was  good? 
The  six-inch  pit  cast  160  pipes  per  day,  averaging  408 
pounds.  About  92  per  cent,  w^ere  good.  What  will  be  re- 
ceived for  them  if  sold  for  $25  a  ton?  The  12-inch  pit  cast 
90  pipes  per  day  each  weighing  about  iioo  pounds.  An  in- 
spector accepted  65  pipes  which  sold  at  $26  per  ton.  Twenty 
of  the  others  were  good  enough  for  drain  or  culvert  pipes, 
and  were  sold  at  $21  per  ton.  The  rest  were  scrapped.  What 
did  the  company  receive  for  the  day's  cast? 

We  were  shown  the  system  of  paying  their  employes. 
Their  regular  payday  is  every  other  Saturday.  If  anyone 
wants  money  sooner  than  that,  he  can  get  a  ''cash  order" 
from  the  timekeeper  and  the  cashier  deducts  10  per  cent, 
for  cash.  A  man  who  earns  $1.65  a  day  asked  for  a  cash 
order  at  the  end  of  the  first  week.  What  did  he  rec<':ve? 
One  week  the  money  deducted  amounted  to  $300.  How 
much  money  had  been  drawn  on  cash  orders?  There  were 
about  950  men  employed  and  the  payroll  amounts  to  $23,000 
every  two  weeks.  What  is  the  average  rate  of  wages  per 
week? 

When  the  company  takes  a  contract  to  furnish  450 
lengths  of  24-inch  water  pipe  at  2450  pounds  per  length 
what  are  the  pipes  worth  at  $27.50  a  ton?  The  Cincinnati 
water-works  ordered  1000  lengths  of  60-inch  pipe  at  10,500 


46  i.e:sson  plans 

pounds  each  and  980  lengths  of  48-inch  pipe  at  9940  pounds 
each.    What  was  the  amount  of  the  bill  at  $26.50  a  ton? 

New  Water-Works  of  Cincinnati. 

Nanabel  McNelly. 

I.     To  find  out  whether  it  is  cheaper  for  a  certain  family 
to  pay  survey  rates  or  meter  rates  for  a  year. 

At  survey  rates  for  the  use  of  water  for  six  months,  the 
bill  would  have  been : 

9    robms , $2.65 

2  faucets  at 45 

2  laundry  faucets  at .75 

Motor  wash  machine 2.00 

Bath   2.75 

Wash  stand 45 

Hose  nozzle    1.35 

Sprinkling     lawn,     !4     cent     per     square     yard 

Size  of  lawn 25x60  feet 

Sprinkling  street,  15  cents  per  lineal  foot  of  front 
— 60  feet. 
Complete  the  bill  and  find  the  total  amount  for  6  months. 
For  I  year. 

Show  receipted  water  bills  and  meter  rates.  The  water 
bill  of  this  family  for  the  month  of  April  was  $1.00.  What 
was  the  rate?  How  many  gallons  were  consumed  in  that 
month?  in  one  day?  For  a  family  of  four  what  was  the 
daily  amount  per  capita? 
This  water  bill  gives. 

Index   at  this   reading,   30,400; 
Index  at  last  reading,  29,100. 
How  many  cubic  feet  were  used?     Find  the  cost  at  yYi 
cents  per  100.    Allowing  a  discount  of  5%  if  paid  within  a 
certain  time,  what  is  the  net  amount  due?    Considering  this 


ARITHMETIC  47 

the  average  month,  what  is  the  total  cost  for  i  year  ?  What 
is  the  total  number  of  gallons  used.  Yearly  amount  per 
capita  ? 

Which  is  cheaper  and  how  much?  What  per  cent,  is  saved? 
During  the  month  of  August  no  water  was  used.  If  the 
minimum  (rate)  per  day  is  2  cents  for  a  one-inch  meter, 
what  is  the  bill  for  that  month?  Of  what  value  is  a  meter 
(i)  to  the  City  Water  Company?  (2)  To  the  consumer? 

II.  To  find  the  necessary  amount  of  water  to  be  sup- 
plied by  the  water  works  to  Cincinnati.  (This  was  written 
and  the  facts  were  collected  in  1911.) 

What  facts  do  we  need  ?  The  daily  amount  per  capita  we 
have  already  for  one  instance,  so  we  can  use  that.  Take  the 
population  of  Cincinnati  at  350,000,  how  many  gallons  per 
day  must  the  city  water- works  supply?  The  number  of 
gallons  actually  produced  daily  during  1908  was  41,737,487. 
What  was  the  average  daily  amount  per  capita?  In  what 
ways  is  water  used  for  your  benefit  aside  from  that  which 
comes  to  your  house?  In  what  ways  is  water  used  for  you 
in  the  house  aside  from  your  own  personal  use?  What  pro- 
portion of  your  120  gallons  do  you  think  you  personally  use? 

III.  To  find  the  actual  cost  to  ithe  company  of  water  de- 
livered to  the  consumer. 

1448  tons  of  coal  were  used.  At  $2.20  a  ton  what  was  the 
cost  of  coal? 

The  number  of  tons  of  lime  used  for  precipitation  of  par- 
ticles in  the  water  was  1,028.40.  At  $6.16  a  ton,  find  the 
cost  of  lime.  What  is  the  cost  per  million  gallons  of  water? 
How  much  lime  is  required  for  1,000,000  gallons  of  water? 
for  I  gallon?  (.89  grain.)  1,754.15  tons  of  sulphate  of  iron 
were  used.  At  $11.35  P^i"  ton,  find  the  cost  of  sulphate. 
What  is  the  cost  per  million  gallons  of  water?  How  much 
lime  is  required  for  one  million  gallons  ?  for  i  gallon  ?  What 


48  i.e:sson  plans 

is  the  total  cost  of  chemicals  per  milHoii  gallons  of  water 
used? 

Thirty-four  men  are  needed  to  operate  the  filters.  The 
pay  rolls  amount  to  $24,828.07  for  the  year.  The  cost  of 
electric  power  and  light  is  $5,299.95.  Other  items  of  cost 
of  operation  of  filters  are : 

Supplies $4,079.06 

Express  and  freight 205.00 

Repairs    617.95 

Water  for  washing 1,971.22 

Water  lost  by  leaking 425.89 

Advertising 228.13 

Insurance,  telephone,  etc 124.70 

Find  the  total  cost  (including  fuel,  chemicals,  etc.). 
What  is  the  total  cost  per  million  gallons  of  water?  What 
per  cent,  of  the  total  cost  is  represented  by  chemicals?  by 
labor  ?  by  fuel  ?  by  power  ? 

At  the  pumping  station  the  total  cost  is  $102,043.15, 
which  includes  labor,  fuel,  light,  etc.  What  is  the  average 
cost  per  million  gallons?  The  total  cost  of  operation,  main- 
tenance, and  repairs  for  1908  was  $245,749.97.  Find  the 
total  cost  per  million  gallons.  What  is  the  annual  cost  per 
capita  for  supplying  clear  water  to  a  population  of  350,000. 
In  the  year  1906,  under  the  old  water  works,  the  cost  was 
$487,200.05.  How  much  was  saved  by  the  new  works? 
What  per  cent?  At  75  cents  per  1,000  cubic  feet,  what  is 
the  cost  per  million  gallons  paid  by  the  consumer? 

A  Series  of  Lessons  Based  on  the  Operations  of  Building 

and  Loan  Associations. 

frederick  D.  Latter. 

In  developing  this  plan  an  attempt  has  been  made  to  work 
out  a  real  situation  in  which  the  children  would  be  able  to 


ARITHMETIC  49 

get  a  clearer  insight  into  the  workings  of  building  associa- 
tions and  to  arouse  interest  in  a  problem  that  may  easily  be  a 
vital  one  of  any  community.  In  doing  this  much  compu- 
tation has  been  introduced  which  should  give  opportunity 
for  profitable  review  of  work  in  interest  as  well  as  in  the 
fundamentals.  This  is  not  to  be  considered  as  material 
for  one  or  two  lessons,  but  rather  as  a  series  of  lessons  on 
the  same  topic.  A  conservative  estimate  would  place  the 
number  of  lessons  necessary  for  the  careful  development  of 
this  problem  at  15  half-hour  periods.  It  will  be  found  that 
many  of  the  points  will  require  enlarging.  The  answers  of 
most  of  the  important  questions  and  problems  are  indicated 
and  are  intended  for  the  use  of  the  teacher  only. 
/.     Introductory. 

The  ambition  of  most  men  is  some  day  to  own  a  home. 
What  ways  are  there  for  a  man  to  get  a  home  of  his  own? 
He  may  either  buy  or  build.  Let  us  take  into  consideration 
first  the  things  necessary  for  the  building  of  a  home.  What 
will  we  have  to  have  first?  A  lot.  Before  we  buy  this  lot 
we  must  find  out  how  much  we  can  afiford  to  pay.  Let  us 
suppose  that  we  all  start  out  under  different  circumstances, 
having  different  amounts  of  cash  on  hand,  salaries  per 
month  and  rates  of  monthly  rent.  A  table  such  as  the  fol- 
lowing may  be  worked  out.  Divide  the  class  into  as  many 
groups  as  necessary. 

Groups.  Rent  per  mo.  Salary  per  mo.  Cash  on  hand. 

I               $15.00               $50.00  $1000.00 

II                 10.00                 40.00  600.00 

III  12.50                 55.00  900.00 

IV  30.00               150.00  1600.00 
V                 16.00                 90.00  1200.00 

VI  20.00  85.0GI  1500.00 

How  shall  we  pay  for  the  lot  ?    Suppose  we  pay  cash  for 

it,  what  will  determine,  for  each  group,  the  price  and  size  of 

the  lot?    Cash  on  hand.    The  children  investigate  the  price 


50  LESSON    PI.ANS 

of  property  in  different  localities  and  account  for  the  dif- 
ference in  price.  Discuss  the  size  of  the  lot  most  desirable. 
Have  specific  cases  of  the  transfer  of  property,  showing 
deeds,  survey,  etc. 

What  is  the  next  problem  now  that  we  have  our  lot? 
Building  of  the  house.  By  investigation  find  out  the  cost  of 
building  various-sized  houses.  How  can  we  pay  for  the 
house  ?  What  method  can  we  use  to  save  money  ?  Suggest 
various  plans  for  saving  money  or  ways  in  which  money 
may  be  obtained.  Borrowing  from  private  parties,  banks,  sav- 
ings banks,  insurance  companies,  building  and  loan  com- 
panies. What  are  the  advantages  and  the  disadvantages  of 
each  as  you  know  them?  What  have  you  found  to  be  the 
best  way  to  save  money  to  buy  something  that  you  want? 
By  regular  deposits  most  people  can  save  more  than  by  any 
other  method.  Where  are  regular  payments  required? 
H.     L,et  us  devise  a  system  by  which  zve  can  save  money  to 

build  our  homes. 

How  can  we  best  do  this  ?  Instead  of  each  one  saving  his 
money  individually,  let  us  form  an  organization  for  this 
purpose,  of  which  each  of  us  is  a  member.  What  must  we 
decide  first?  Amount  of  weekly  payments.  What  will  de- 
termine the  amount  of  each  payment?  Our  incomes.  Let 
us  suppose  each  member  agrees  to  pay  in  $20  per  month. 
How  much  money  would  be  taken  in  each  month — 25  mem- 
bers? How  much  in  four  months?  Six  months?  One 
year?    For  various  other  periods? 

If  it  cost  approximately  $2000  to  build  a  cottage,  in  how 
many  months  would  this  organization  have  sufficient  money 
to  pay  for  one  house?  Every  four  months,  then,  the  as- 
sociation could  build  a  new  house.  What  will  be  done  with 
the  first  house  when  it  is  finished?  How  would  we  decide 
which  of  the  members  was  to  occupy  this  house?     Whose 


ARITHM£:TIC  51 

money  was  used  to  build  it?    All  members,  then,  must  have 
equal  chance.    How  would  you  plan  this?  Select  by  lot. 

How  could  the  other  members  be  paid  for  the  use  of  their 
money?  Charge  interest.  What  is  the  legal  rate?  Six  per 
cent,  in  a  number  of  states.  What  amount  would  he  have  to 
pay  6  per  cent,  on  ?  $2000.  Why  ?  What  would  his  interest 
amount  to  each  month?  $10.  How  can  he  afford  to  pay  this 
extra  money  ?  Rent.  What  would  be  done  with  this  money  ? 
Either  save  it  or  pay  it  back  to  other  members.  Which 
would  be  the  better  plan?  Put  it  in  a  general  fund  so  that 
the  other  members  would  get  houses  sooner.  How  would 
the  members  secure  themselves  against  loss  in  case  the  mem- 
ber occupying  the  house  stopped  paying?  Take  out  mort- 
gage. Explain  a  mortgage.  How  soon  would  there  be  money 
enough  to  pay  for  another  house  ?  Four  months.  When  this 
house  was  occupied,  what  would  be  the  total  income  from 
interest  per  month  ?  $20.  How  much  would  each  new  house 
increase  the  monthly  receipts?  $10.  How  long  would  it 
take  to  supply  each  member  with  a  house?  One  hundred 
months. 

What  effect  would  the  accumulating  interest  have  on  the 
length  of  time  before  all  members  were  supplied  with 
homes?  Shorten  it.  How  much?  Work  far  enough  to  see 
how  much  of  a  problem  it  is.  In  about  eight  years,  then, 
the  members  would  be  all  in  their  own  homes.  What  is 
now  to  become  of  the  association  ?  Go  out  of  business.  What 
have  been  the  advantages  of  the  organization?  x\bout  100 
years  ago  50  men  in  England  did  practically  this  thing,  and 
their  organization  was  the  first  building  and  loan  association. 

While  our  organization  was  in  existence  suppose  that  one 
of  our  friends  who  wished  to  own  his  own  home,  should 
hear  about  the  association,  what  would  he  wish  to  do?  What 
would  he  have  to  do  so  as  to  be  on  a  basis  with  all  the  other 


5^  LHSSON    PLANS 

members  ?  Pay  back  dues.  Suppose  that  the  association  was 
two  years  old  when  this  new  member  came  in,  how  much 
back  dues  would  he  be  obliged  to  pay?  $480.  Figure  back 
dues  for  several  different  periods,  such  as  6  months,  8 
months,  i  year,  i  year  2  months,  16,  18,  19,  25  months,  5 
years,  etc.  Many  people  would  be  attracted  by  this  oppor- 
tunity ;  what  new  problems  would  come  up  to  the  managers 
of  the  association?     Accommodation  of  new  members. 

III.     L^t  us  try  to  work  out  a  plan  to  accommodate  new 

members. 

If  there  were  a  sufficient  number  of  these  new  members, 
how  might  they  solve  the  problem? 

What  objections  might  there  be  to  starting  a  new  asso- 
ciation? What  other  plan  could  you  suggest?  For  a  new 
association  inside  of  the  old  one — i.  e.,  get  25  men  who 
would  agree  to  pay  $20  monthly  and  form  an  association 
within  the  old  one,  keeping  all  accounts  separate.  If  these 
new  members  increased  about  25  each  year,  a  new  division 
could  be  established  to  accommodate  the  new  members.  So 
they  would  issue  a  new  series  of  stock,  as  they  call  the 
shares,  each  year. 

Suppose  a  new  series  was  issued  on  January  i,  and  on 
May  15  a  new  member  wished  to  join,  what  would  be  the 
amount  of  his  back  dues?  Issuing  shares  of  stock  every 
year,  the  general  nature  of  the  association  would  be  changed. 
This  new  kind  is  called  a  "serial  association."  How  long 
would  it  take  by  this  system  for  25  of  the  members  to  get 
their  homes  ?  About  eight  years.  So  after  eight  years  one 
group  of  stock  would  "run  out."  Each  year  one  series 
would  "run  out."  What  does  this  mean?  Twenty-five  men 
are  supplied  with  homes.  This  style  of  association  is  to  be 
found  today,  but  is  not  generally  in  use. 


ARITHMETIC  53 

IV.     List  US  suppose  one  member  is  not  satisfied  with  the 

$2000  home. 

What  arrangements  could  be  made  to  build,  for  instance, 
a  $4000  or  $6000  house  for  this  member?  Pay  more  each 
week.  What,  then,  will  determine  the  price  of  the  house  that 
a  member  can  build  ?  Monthly  income.  From  our  table  of 
monthly  wages  let  us  determine  which  of  us  can  afford  a 
$4000  or  $6000  house.  What  would  the  monthly  interest  be 
on  $4000  and  $6000  ? 

As  the  organization  became  more  widely  known  and 
developed  a  larger  membership  the  business  would  grow 
to  such  an  extent  that  new  series  of  shares  or  new  asso- 
ciations would  be  started  to  accommodate  the  new  members. 
When  a  man  got  his  house,  and  finished  paying  for  it,  how 
could  he  continue  as  a  member?  Keep  on  with  regular  pay- 
ments and  the  association  pay  him  interest  for  the  use  of  his 
money.  What  would  determine  the  rate  of  interest? 
Profits. 

Let  us  see,  now,  the  actual  method  of  coraputing  the 
interest  as  used  by  building  associations.  Take  the  case  of 
the  man  paying  $10  a  month.  Interest  is  always  figured 
semi-annually.  What  would  be  this  man's  credit  at  the 
end  of  six  months?  $60.  Now,  how  much  of  that  $60 
was  actually  on  deposit  six  months?  $10.  On  what  should 
we  pay  the  interest?  What  is  the  difficulty?  In  order  to 
simplify  the  work  of  finding  interest  the  rule  of  taking  one- 
half  of  the  amount  paid  in  his  been  adopted.  On  how  much 
would  they  figure  the  interest?  $30.  If  the  rate  of  interest 
was  6  per  cent,  a  year,  what  would  it  be  each  half-year? 
Three  per  cent.  What,  then,  would  be  the  interest  for  six 
months  on  $30?  90  cents.  At  the  end  of  six  months  what 
would  be  the  total  credit?  $60.90. 


54  I.E:SS0N    PI.ANS 

V.    Let  us  find  out  if  the  members  are  getting  all  the  interest 

due  them. 

How  was  this  $60  paid  in?  $10  each  month.  How 
long  was  the  first  $10  on  deposit?  Six  months.  The 
second  $10?  Five  months.  Continue  this  questioning 
until  the  following  table  is  worked  out: 

1st  $10  on  deposit  6  months. 
2nd  $10  on  deposit  5  months. 
3rd  $10  on  deposit  4  months. 
4th  $10  on  deposit  3  months. 
5th  $10  on  deposit  2  months. 
6th    $10  on  deposit  i  month. 

21  months. 

How  long  was  $10  really  on  deposit.  Twenty-one  months. 
What  is  the  interest  on  $10  for  21  months?  $1.05.  What 
is  the  difference  between  the  exact  interest  and  the  way  it 
is  figured  by  the  building  association?  15  cents.  Who  is 
favored  by  the  difference?  Why  do  they  not  figure  the  in- 
terest exactly?  Extra  work  would  require  employment  of 
extra  office  help.  If  15  cents  is  saved  on  every  $60,  how 
much  is  saved  on  $120,000,  on  $180,000?  What  needs  of  the 
association  will  this  money  holp  to  pay?  What  are  some  of 
the  items  of  expenses?  Account  books,  stationery,  office 
help,  rent,  etc.  The  total  amounts  to  about  $1000  a  year,  de- 
pending on  the  size  of  the  association. 

li  many  should  apply  to  be  allowed  to  put  their  money 
with  the  association  how  would  this  change  the  nature  of  the 
organization  ?  Cash  on  hand.  Having  money  on  hand,  what 
could  they  do  instead  of  waiting  for  each  man  to  pay  before 
building?  Loan  him  the  money  at  interest  to  be  paid  back 
in  installments. 


ARITHMETIC  55 

VI.     Let  us  follow  out  in  detail  zuhat  occurs  from  the  time  a 
man  borrows  a  sum  of  money  until  it  is  all  repaid. 

In  one  association  money  is  loaned  in  $500,  lots.  Each 
$500  is  called  a  share  of  stock.  Why  do  you  suppose  they 
made  $500  the  unit?  Other  associations  have  different 
values.  Let  us  take  the  case  of  a  man  who  wished  to  bor- 
row $5000.  How  many  shares  would  that  be?  Ten.  What 
plan  would  you  suggest  by  which  they  could  determine  this 
man's  weekly  payment.  Pay  $1  per  share  per  week;  this 
would  be  just  for  both  large  and  small  borrower.  What 
would  be  the  total  that  this  man  would  pay  each  week  as 
return  on  his  loan?    $10. 

Besides  return  on  his  loan,  what  is  he  obliged  to  pay? 
Should  this  interest  affect  the  amount  paid  off  on  the  loan? 
Why  do  they  charge  interest?  What  is  the  legal  rate?  Six 
per  cent.  Let  us  find  the  interest  that  this  man  would  pay. 
What  will  be  the  principal?  $5000.  In  order  to  make  the 
keeping  of  accounts  easier,  what  divisions  of  the  year  would 
you  suggest?  Into  one-half  and  one-quarter  of  a  year.  How 
many  weeks  in  one-half  year?  Twenty-six.  How  many  in 
one-quarter?  Thirteen.  What  would  the  interest  on  $5000 
be  for  six  months?  $150.  How  much  would  that  be  each 
week?  $150  divided  by  26  equals  $5.77.  On  how  many 
shares  is  that  the  interest?  Ten  shares.  What,  therefore, 
is  the  interest  on  one  share  for  one  week?  $.577.  What 
will  be  the  amount  charged  on  one  share  ?    58  cents. 

Figuring  on  that  basis,  what  does  this  man  pay  off  on  his 
loan  each  week?  $10.  How  much  for  interest?  Ten  times 
$.58  equals  $5.80.  What  is  the  total?  $15.80.  At  this 
rate  a  week  what  does  he  pay  in  each  quarter  of  13  weeks? 
How  much  of  this  is  dues?  $130.  How  much  interest? 
$75.40.  What  would  the  dues  be  for  a  half-year?  $260. 
Interest?  $150.80.  How  much  does  he  still  owe?  $5000 
less  $260  equals  $4740. 


56  LESSON    PLANS 

What  did  we  find  the  association  did  at  the  end  of  each 
half-year?  Pay  dividends.  To  what  dividends  has  this 
man  a  right?  Review  methods  of  figuring  dividends,  one- 
half  dues  paid.  How  much  dues  has  he  paid  in  this  time? 
$260.  On  how  much  of  this  do  we  pay  dividends?  $130. 
What,  then,  was  his  first  dividend  at  6  per  cent,  per  an- 
num? $3.90.  What  would  be  his  total  credit  at  the  end 
of  the  first  year?  $263.90.  What  does  he  still  owe? 
$4736.10. 

What  great  difficulty  would  this  make  in  the  work  of 
keeping  books  ?  What  should  he  pay  interest  on  now — i.  e., 
what  will  be  the  new  principal  ?  $4736.10.  Is  there  any  way 
in  which  this  work  could  be  made  easier?  Charge  interest 
on  the  entire  amount  until  this  is  paid  off.  Why  is  the  asso- 
ciation justified  in  charging  this  extra  amount?  Members 
of  the  association  getting  dividends.  So  the  interest  con- 
tinues at  a  flat  rate  of  58  cents  a  share  per  week  until  the 
end.  In  figuring  dividends  at  the  end  of  the  second  half- 
year,  and  always  after,  the  total  credit  of  the  half  year  pre- 
ceding is  added  to  one-half  the  dues  for  the  current  one-half 
year,  e.  g.,  $263.90  plus  $130  equals  $393.90.  Suggest  a 
way  to  simplify  our  problems  for  the  future. 
VII.  For  our  own  convenience,  let  us  make  a  complete 
table  showing  dues,  interest,  dividends  and  total  credit  from 
the  beginning  to  the  end  of  a  loan  for  each  half-year.  The 
teacher  should  formulate  problems  showing  dues,  interest, 
dividends  and  total  credit  on  a  loan  for  each  half-year  un- 
til the  following  table  is  worked  out : — 


ARITHMETIC 


57 


TABht  Showing  Course:  of  a  Loan. 

Basis,   One  Share,  $500.   Six  per  cent,  interest.     Six  per 

cent,  dividends. 


Date. 
March    10, 
September, 
March, 
September, 
March, 
September, 
March, 
September, 
March, 
September, 
March, 
September, 
March, 
September, 
March, 
June, 


01. 
01, 
02. 
02. 

03- 
03- 
04. 
04. 

05- 
05. 
06. 
06. 
07. 
07. 
08. 
08. 


Dues. 

Interest. 

Dividends. 

Amount. 

$26.00 

$15.08 

$0.39 

$26.39 

26.00 

15.08 

1. 17 

53.56 

26.00 

15.08 

1.98 

81.54 

26.00 

15-08 

2.82 

110.36 

26.00 

15.08 

3.69 

140.05 

26.00 

15-08 

4-59 

170.64 

26.00 

15-08 

5-49 

202.13 

26.00 

15-08 

6.45 

234-58 

26.00 

15-08 

7.41 

267.99 

26.00 

15.08 

8.40 

302.39 

26.00 

15.08 

9.45 

337-84 

26.00 

15-08 

10.50 

374.34 

26.00 

15-08 

11.61 

411.95 

26.00 

15.08 

12.72 

450.67 

26.00 

15-08 

13-89 

490.56 

9-44 

5-80 

500.00 

7  yrs.  8  mos.  2  wks $399-44  $232.00  $100.56  $500.00 

What  per  cent,  interest  has  this  man  really  paid? 

Dues  paid $399.44 

Interest  paid 232.00 


Total  paid $631.44 

Loan  rec 500.00 


Cost  of  loan $131.44 

What  per  cent,  of  $500  in  $131.44? 

It  soon  became  very  inconvenient  for  the  borrowers  to 
wait  for  the  time  for  the  starting  of  a  new  series  of  stock, 
so  instead  of  having  only  certain  times  when  a  man  could 
start  his  loan,  they  made  it  possible  to  come  in  at  any  time. 
In  this  way  each  member  became  a  series  by  himself.  This 
is  the  present  "permanent  plant"  of  building  and  loan  asso- 
ciation. 


58  IvESSON    PLANS 

Let  us  suppose  a  man  who  had  money  to  invest  asked 
you  for  advice.  What  arguments  would  you  advance  to  in- 
duce him  to  invest  his  money  in  a  building  association 
rather  than  a  savings  bank?  What  are  some  of  the  chief 
arguments  against  this?  How  does  a  building  association 
compare  with  a  life  insurance  company  as  a  method  of 
saving  money  ? 


GEOGRAPHY 
Introduction. 

The  lessons  in  geography  are  of  various  types  but  they 
have  one  point  in  common — the  writers  have  attempted  to 
make  geography  a  study  of  people — where  they  live, 
what  they  do,  and  how  they  are  related  to  the  children's 
Hves. 

The  plan  on  Australia  was  an  attempt  to  follow  the  old 
causal  outline  and  make  it  real  and  concrete.  This  was  ac- 
complished to  some  extent.  The  pupils  were  trained  not 
only  in  interpreting  maps  and  using  scales,  but  they  thought 
distances  in  terms  of  time  and  gained  some  concrete  ideas  of 
the  position,  size  and  climate  of  Australia.  The  writer  at 
first  objected  to  its  re-publication  on  the  ground  that  the 
method  of  attack  was  quite  out  of  date.  Her  suggestion 
for  improvement  was : — '*It  seems  to  me  that  the  study  of 
Australia  now  might  well  come  through  the  question  of 
which  colony  is  helping  England  most  in  the  present  war, 
what  resources  can  be  counted  on,  etc.  Or,  it  could  well 
come  through  a  study  of  the  woolen  industry.  I  would  ad- 
vocate more  use  of  books  and  more  work  for  the  children  in 
finding  out  about  Australia  and  not  so  much  given  or  sug- 
gested by  the  teacher." 

The  India  lesson  is  an  example  of  a  good  and  unusual 
aim  finely  worked  out.  The  teacher  asks  some  questions 
which  pupils  could  not  fully  answer,  such  as :  "What  strange 
sounds  would  we  hear?"  "What  strange  people  might  pass 
by?"  but  an  attempt  to  think  them  out  would  increase  the 
interest  as  the  teacher  gave  the  additional  word  pictures. 

The  Erie  Canal  problem  is  definite  and  always  kept  in 
mind.     The  same  general  procedure  could  be  followed  in 

59 


/ 


6o  LESSON    PLANS 

similar  subject  miatter,  such  as  the  Suez  Canal  and  the 
Roosevelt  Dam. 

The  chief  value  of  the  oyster  industry  plan  is  the  chil- 
dren's use  of  references  to  answer  definite  problems.  The 
success  of  such  a  lesson  would  depend  upon  the  conduct  of 
the  reports  and  class  discussion.  The  reports  should  be  in- 
formal and  include  only  the  points  called  for  in  the  prob- 
lem. Each  report  should  bring  from  the  pupils  questions  and 
discussion  until  they  were  satisfied  that  they  had  solved  the 
problem. 

In  contrast  to  this  is  the  industry  lesson  for  a  lower  grade, 
in  which  the  teacher  presents  the  material.  Her  questions 
lead  the  children  to  supplement  the  thought  of  the  text  and 
to  raise  each  new  problem  as  it  occurs  and  attempt  its  solu- 
tion. The  reading  confirms,  corrects  and  supplements  their 
ideas. 

The  group  of  lessons  giving  intensive  work  on  a  single 
section  of  country  present  a  variety  of  method  and  aim.  The 
lesson  on  sugar  was  published  in  191 5.  Present  conditions 
would  make  possible  interesting  changes  and  more  vital 
problems. 

To  Teach  Location,  Size,  Surface  and  Climate  of 

Australia. 

Julia  Detraz. 

Today  let  us  start  on  an  imaginary  trip  to  a  far-ofif  land, 
Australia.  Before  we  can  make  wise  preparation  for  the 
trip  what  information  must  we  have? 

Where  Australia  is  situated. 

The  route  we  must  take. 

How  long  it  will  take 

The  kind  of  country ;  size,  climate,  people. 
(Use  hemisphere  map    and  globe,    with    steamship    lines 
marked.) 


ge:ography 


6i 


In  what  direction  shall  we  go  from  the  United  States f 
Which  route  shall  we  take?  How  far  is  it?  How  find  out? 
Use  scale  and  maps.  I  wonder  how  long  it  will  take  for  the 
trip  ?  How  long  does  it  take  to  go  from  New  York  to  Liv- 
erpool? How  far  is  it?  3050  miles.  How  far  is  it  from 
San  Francisco  to  Sydney?  6500  miles.  How  long,  then, 
should  it  take  for  the  sea  trip?  13  days.  As  a  matter  of 
fact,  it  takes  19  days  for  the  sea  trip  from  San  Francisco 
to  Sydney.    Why? 

How  long  does  it  take  to  go  from  Cincinnati  to  San  Fran- 
cisco by  rail  ?  How  many  days  for  the  whole  trip  ?  24.  So, 
if  we  start  today,  June  first,  when  will  we  reach  Sydney? 

Since  we  are  to  be  nearly  three  weeks  at  sea,  what  kind 
of  clothing  shall  we  take?  We  are  starting  in  June,  what 
kind  of  clothing  will  we  need  at  the  start?  In  seven  days 
we  will  reach  Honolulu.  What  kind  of  clothing  will  we 
need  here?  Here  we  find  that  people  wear  white  all  the 
time.  Now,  as  we  near  the  end  of  our  journey,  what  kind 
of  clothing  will  we  need?  Why?  Where  are  we  now?  In 
what  hemisphere?    What  season?  Winter.     Why? 

How  far  south  is  Sydney?  What  Atlantic  Coast  city  is 
located  in  the  United  States  the  same  distance  north  of  the 
Tropic  of  Cancer  as  Sydney  is  south  of  the  Tropic  of  Capri- 
corn? Charleston.  What  kind  of  weather  has  Charleston  in 
December?  What  kind  shall  we  expect  in  Sydney? 
Summary : 

Tell  in  all  the  ways  you  can  just  where  Australia  is  sit- 
uated. 

Now  we  want  to  find  the  size  of  the  country  we  are  going 
to  visit.  Using  scale  of  miles  estimate  the  greatest  distance 
from  east  to  west ;  from  north  to  south.  Estimate  the  area. 
Look  this  up  in  table  in  back  of  book.  Compare  with  width, 
length  and  area  of  the  United  States.  Here  we  have  a  coun- 


62  LKSSON    PI.ANS 

try  a  little  larger  than  the  United  States  but  with  a  population 
less  than  that  of  Ohio.  Why  is  this  so?  Write  down  for 
consideration  the  suggestions  of  the  children.  Might  be  due 
to  surface,  climate,  time  of  discovery. 

Australia  was  discovered  about  the  same  time  as  the 
United  States.  From  what  countries  would  the  explorers 
come?  From  what  direction  did  they  come ?  Where  would 
they  probably  land  ?  On  the  western  coast.  Use  wind,  rain- 
fall and  vegetation  maps  and  find  what  kind  of  a  country  the 
explorers  found  here.  What  kind  of  reports  would  they 
carry  home?  What  would  be  the  result?  So  no  one  came 
to  settle  in  this  country.  About  one  hundred  and  twenty- 
five  years  ago  Captain  Cook  was  sent  by  the  English  to 
explore  the  country.  Just  before  he  landed  on  the  western 
coast  a  storm  arose  and  drove  his  ship  farther  east,  so  that 
when  he  did  land  it  was  at  aibout  the  point^ where  Melbourne 
now  is.  Use  your  maps  again  and  tell  just  what  kind  of 
country  he  found  at  this  point.  What  reports  would  he 
carry  back  and  what  would  be  the  results? 

Let  us  see  if  the  settlers  did  find  this  country  adapted  to 
home-making  and  affording  means  for  livelihood. 

Read  the  surface  map.  Where  are  the  highlands?  How 
high  in  the  northeast?  In  the  central  part?  In  the  west? 
What  are  our  highest  hills?  How  compare?  Those  in  the 
southeast  range  about  one  mile ;  then  compare  with  those  in 
the  northeast.  These  highlands  are  very  beautiful  and, 
therefore,  help  to  make  the  country  a  desirable  place  in 
which  to  live.  Show  and  discuss  collections  of  pictures;  dis- 
cuss reports  on  beauty  and  picturesque  elements. 

Read  the  rainfall  map.  Why  do  you  think  the  two  ex- 
treme southern  points  have  so  much  rainfall?  In  path  of 
westerlies.  From  what  you  know  of  the  country,  where 
would  you  expect  to  find  the  rivers?     Why?     Consult  the 


GEOGRAPHY  63 

map  of  Australia.  How  many  rivers  on  the  Eastern  Coast? 
Why  do  none  appear  on  the  map?  Slopes  short  and  steep; 
rivers  must  be  very  short.  In  what  direction  will  the  rivers 
flow?  Of  what  character?  Of  what  value  would  these 
rivers  be  to  the  settlers?  Navigation,  timber,  waterpower. 
How  would  these  rivers  affect  the  development  of  the  coun- 
try? 

Find  the  longest  river  system  in  Australia.  Trace  its 
course.  Estimate  its  length.  Estimate  the  length  of  the 
Ohio.  Compare.  How  do  we  rank  the  Ohio  River  system 
in  size?  Discuss  the  rainfall  in  this  portion  of  the  country. 
At  the  sources.  What  result  will  this  bring  about?  In  the 
summer  season  the  Darling  dries  up  until  it  is  merely  a 
series  of  pools  and  mud  holes  and  in  places  one  can  walk 
across  it  on  dry  land.  Compare  with  the  Ohio.  It  has  not 
a  single  permanent  tributary.  Of  what  value  will  this 
river  be?  Navigation,  industry  and  waterpower.  Develop- 
ment of  the  country.  There  was  a  man  who  wanted  to  find 
the  source  of  this  river.  He  explored  and  found  that  it 
arose  in  a  great  chasm,  with  beautiful  tropical  plants  growing 
all  through  the  chasm.  The  sides  rose  straight  and  steep 
5000  feet. 

Now  we  are  ready  to  find  out  where  the  people  live  in 
Australia  and  what  they  do. 

A  good  review  question  would  be :  Tell  what  differences 
it  would  have  made  had  Australia  been  100  miles  farther 
south. 

India:     A  General  Survey  Near  the  End  of  the  Study 

Mary  Knappenberger. 

Aim.    To  get  the  atmosphere  of  India. 
"The  West  is  the  West,  and  the  East  is  the  East, 
And  never  the  twain  shall  meet." 


64  LESSON    PLANS 

Let  us  travel  today  along  the  Grand  Trunk  road,  stretch- 
ing west  from  Calcutta  1500  miles  through  Hindustan,  and 
the  Ganges  River  valley.  The  English  government  has  made 
this  road. 

Why  is  this  road-making  good  governing?  Creative, 
rather  than  destructive.  Looks  after  comfort  of  traveler, — 
conditions  are  primitive;  old  roads  poor;  much  cartage; 
many  foot  passengers.  Encourages  travel, — which  broadens 
the  race ;  helps  to  break  down  caste ;  creates  new  customs  in 
place  of  old,  binding  ones.  Prevents  loss  through  floods, — it 
is  built  on  embankment  in  low  districts. 

For  the  most  part  it  is  shaded  by  four  rows  of  trees.  How 
would  that  help?  What  kind  of  trees  would  they  be? 
Chiefly  mangoes.  Through  the  center  runs  a  hard-packed 
road.  On  left  and  right  the  softer,  rougher  roads.  How 
would  the  traffic  divide  itself?  Swift  traveling  inside;  slow 
traffic  and  foot  passengers  outside.  Every  few  miles  is  a 
two-roomed  police  station ;  the  police  are  native  constables. 
What  would  be  their  duties?  The  native  poHcemen  are  not 
only  a  help  but  a  great  trial.  The  race  loves  money  and 
wrings  fees  from  the  traveling  public  in  many  ingenious 
ways.  Child  reports  from  "Kipling's  *'Kim" — given  out  the 
day  before  with  marked  passage  and  request  to  have  it  ready 
for  class  in  this  lesson,  as  follows :  A  policeman  took  an  Eng- 
lish printed  label  from  a  soda-water  bottle,  and  affixing  it  to 
a  bridge,  collected  taxes  for  a  month  from  those  who  passed, 
saying  it  was  an  order,  until  an  Englishman  came  along  and 
broke  up  the  graft. 

There  are  government  hostelries,  called  dak-bungalows, 
where  one  may  change  horses  if  on  a  long  journey;  and 
obtain  food,  a  "chicken  caught,  killed,  cooked  and  served  in 
fifteen  minutes,"  so  some  of  them  claim, — ^but  apt  to  be  "old 
as  the  hills"  because  chicken  is  not  a  food  of  the  East  Indian, 


GEOGRAPHY  65 

but  is  saved  for  the  Englishman.  What  causes  would  tend  to 
make  these  less  and  less  patronized?  Introduction  of  rail- 
roads ;  automobiles. 

It  is  August.  We  are  on  this  road  between  Umballa  and 
Benares  (use  map)  where  the  road  runs  on  an  embank- 
ment. How  would  the  country  look  as  it  stretched  away 
from  us? 

Farming  country:  crops  of  corn  and  millet,  some  wheat, 
rice  and  sugar  cane. 

Clumps  of  mango,  palm,  bamboo. 

Low  one-room  huts,  mud  plastered. 

Naked  babies  playing  in  the  sun. 

Women  grinding  corn  with  stones. 

Men  plowing  with  rude  plows  of  sharpened  sticks,  drawn 
by  lean  bullocks. 

Away  to  the  north  the  snow-capped  Himalayas. 

Above  all  the  staring,  eastern  sun. 
IVhat  strange  sounds  would  zue  hear? 

A  great  mixture  of  tongues ;  India  has  many  languages. 

The  grunts  of  the  bullocks. 

The  creaking  of  the  crude  well  machinery,  turned  by  the 
bullocks  stepping  round  and  round. 

The  occasional  trumpetry  of  elephants. 

Parrots  screaming  in  the  tree  tops. 

The  shrill  call  of  the  conches  from  wayside  temples. 

What  strange  people  might  pass  by? 

The  clean  cut  Mahommedans,  who  shave  their  heads 
but  not  their  faces. 

Tall,  well-built  Sikhs  from  the  north  in  blue-checked 
clothes  and  high  blue  turbans. 

A  native  troop  of  Gurkahs,  riding  their  ponies  well,  and 
looking  smart  in  their  uniforms. 

Effeminate  Bengalis — clerks  from  the  coast  schools. 


66  LESSON    PLANS 

Jat  cultivators — patient,  plodding,  but  thrifty,  whose 
wives  travel  unveiled  with  them. 

Brahmin — priest  caste  descendants — honored  above  all 
others  even  though  they  be  beggars. 

A  whole  village  going  to  a  fair,  happy  and  gayly  dressed. 
Women  of  all  castes  are  then  allowed  the  freedom  of  the 
road.  To  the  farmer  and  his  wife,  who  work  seven  days  a 
week,  a  holiday  is  to  be  looked  forward  to  for  weeks.  The 
children  have  a  few  pennies  for  sugar-candy  canes,  mirrors, 
to  flash,  whistles  to  blow. 

A  marriage  procession :  The  bride  for  once  in  her  life  is 
given  the  honors.  She  rides  in  a  red  and  tinsel  dhooley,  car- 
ried by  four  men,  and  surrounded  by  guests  making  merry. 
The  bridegroom  rides  a  pony  bedecked  with  wreaths  of 
marigold. 

Wandering  jugglers,  with  a  trained  monkey,  or  a  per- 
forming bear. 

A  long  line  of  women  workers  going  to  the  railroad,  to 
carry  the  dirt  for  the  road  bed  in  baskets  on  their  heads. 

Trains  of  pack  bullocks  with  loads  of  grain. 

A  country  cart  with  solid  wheels. 

A  much-decorated  closed  cart,  with  escorts ;  it  is  a  woman 
of  rank  traveling  in  seclusion. 

What  will  they  do  at  night?  Weather  permits  camping. 
How  does  the  season  affect  this?  There  are  groups  of 
stalls  at  camping  places.  What  would  they  sell?  Food, — 
no  restaurant  because  caste  does  not  permit  men  all  eating 
together.  Firewood  for  cooking  and  light.  Sugar  candy,  a 
great  favorite  with  all  of  them.  Water,  by  the  water-carrier 
with  his  goat-skin  bag. 

The  men  gather  together  and  talk.  India  has  no  national 
pastimes.  What  do  we  do  evenings?  There  they  do  not  see 
the  use  of  spending  money  to  be  amused,  but  they  tell  stories 


GEOGRAPHY  67 

and  gossip.  'India  has  gossiped  for  centuries— always  stand- 
ing gossiping  in  the  bazaars  until  the  soldiers  go  by." 
What  do  you  understand  by  that? 

Conclusion. 

Changes  are  coming  in  India,  coming  slowly,  "You  can't 
hurry  the  East."  He  answers  your  protest,  *'It  has  always 
been  so,"  or  "It  is  the  will  of  God,"  and  goes  on  his  way  as 
before. 

References:    Kipling,   Kim. 

Compton,  Indian  Life. 

The  Erie  Canal. 

Benjamin  W.  Daily. 

Specific  problem :  Why  and  how  was  the  Erie  Canal  con- 
structed ? 

What  has  made  New  York  City  important  as  it  is  ?  Which 
were  the  important  cities  in  our  country  about  1800?  Which 
part  of  the  country  was  then  being  developed  ?  What  other 
cities  promised  at  that  time  to  become  leading  commercial 
centers?  Find  Chicago,  New  Orleans,  Baltimore,  Boston 
on  the  map.  What  in  the  situation  of  each  of  these  was 
favorable  to  its  growth? 

At  the  close  of  the  eighteenth  century  it  was  evident  to 
the  people  of  eastern  New  York  and  New  England  that  the 
trade  of  the  West  would  be  drawn  off  in  other  directions. 
What  could  they  do  about  it  ?  Find  on  your  maps  the  region 
around  the  Great  Lakes.  What  are  the  products  of  ithis  re- 
gion? Why  would  it  be  very  desirable  to  have  all  this  ma- 
terial come  to  New  York  ? 

How  was  commerce  carried  on  then?  Why  not  by  rail- 
roads? Steam  locomotives  were  not  invented  until  after 
1800.  The  first  railroads  appeared  in  our  country  about 
1824  but  they  were  very  crude  and  unserviceable.    Wagons 


68  LESSON    PI.ANS 

were  used.  Why  were  the  rates  of  hauhng  very  high?  It 
took  three  weeks  and  cost  ten  dollars  to  send  a  barrel  of 
flour  from  Buffalo  to  Albany.  From  Buffalo  to  New  York 
the  charge  was  one  hundred  dollars  a  ton.  The  only  cheap 
means  of  transportation  was  by  water. 

What  were  the  disadvantages  in  water  transportation  in 
New  York?  What  natural  outlets  has  the  Great  Lake 
region  to  the  ocean  and  the  eastern  coast?  (a)  To  the  north- 
east by  the  St.  Lawrence  River.  Why  would  this  not  be  used? 
The  river  is  not  navigable  throughout  all  the  year ;  it  is  a 
long  and  dangerous  route ;  it  passes  through  English  terri- 
tory.   Why  would  the  latter  be  a  disadvantage  ? 

(b)  To  the  south  by  the  Ohio  and  Mississippi  river  system 
to  New  Orleans.  Steam  boats  were  invented  in  1807.  Without 
railroads  how  might  the  development  of  the  commercial  re- 
lations of  the  Great  Lake  region  and  New  Orleans  have 
been  vastly  different  than  it  has  been? 

The  people  of  New  York  had  to  find  some  means  of  coun- 
teracting these  disadvantages.  What  was  the  solution?  A 
cheap  means  of  transportation  from  the  Great  Lakes.  Why 
was  the  Erie  Canal  a  plausible  suggestion?  Trace  on  the 
map  the  route  by  water  from  Chicago  to  Buffalo.  From  Al- 
bany to  New  York.  Since  so  much  natural  water  way  ex- 
isted the  canal  seemed  a  good  solution.  Trace  the  Mohawk 
River.  For  nearly  one-third  its  length  the  canal  follows  this 
river.  Why  did  they  not  utilize  this  natural  waterway  also? 

What  problems  would  come  up?  Permission  to  construct 
a  canal, — gifts  of  land ;  surveys ;  different  levels ;  financing 
the  enterprise ;  means  of  digging.  One  of  the  most  stag- 
gering problems  after  the  possibility  of  the  canal  had  been 
established,  was  the  matter  of  expense.  It  was  estimated 
that  it  would  cost  more  than  six  million  dollars.  Who  was 
to  bear  the  expense?     Who  would  be  interested?     Why? 


GEOGRAPHY  69 

Was  it  not  a  problem  for  New  York  State  alone  ?  For  the 
Great  Lake  region  ?  How  would  the  people  of  New  Orleans 
feel?  What  would  they  do?  The  United  States  govern- 
ment? The  people  of  New  York  State  had  high  hopes  that 
the  Government  would  aid,  but  in  18 17  it  was  settled  that 
the  Government  would  not  help.  Can  you  see  why  it  re- 
fused? The  close  of  the  War  of  1812  had  left  the  country 
in  a  bad  financial  condition;  the  canal  was  a  venture;  it 
might  give  one  portion  of  the  country  an  advantage  over  an- 
other. 

In  what  ways  was  the  canal  a  big  undertaking  ?  How  many 
miles  from  Albany  to  Buffalo?  What  would  determine  its 
width  and  depth?  The  canal  was  made  363  miles  long,  40 
feet  wide  and  4  feet  deep.  Compare  with  digging  subway, 
where  steamshovels,  lifts,  blasting  were  used.  Which  of 
these  devices  had  they  then?  Every  pound  had  to  be  lifted 
by  shovels.  At  that  time  it  was  considered  the  greatest  piece 
of  engineering  that  had  been  undertaken  in  the  United  States. 
Where  could  they  get  laborers?  Read  or  tell  the  class  of 
the  arrangements  which  were  made ;  of  the  eflforts  of  Gov. 
Clinton ;  of  the  use  of  convict  labor.  The  work  was  accom- 
plished in  eight  years,  1817-25,  and  cost  $6,700,000.  How 
could  this  money  be  regained  for  New  York? 

How  would  the  people  feel  when  it  was  complete?  How 
could  they  celebrate  ?  How  send  the  news  quickly,  since  there 
were  no  telegraphs  ?  Use  of  cannon  stationed  in  relay.  What 
sort  of  a  parade  on  the  canal  and  down  the  Hudson?  Tell 
the  story  of  Gov.  Clinton's  triumphal  trip  in  the  large  barge 
"Seneca"  from  Buffalo  to  New  York,  and  the  emptying  of  a 
cask  of  water  from  Lake  Erie  into  New  York  Harbor,  out 
be3'Ond  the  Narrows.    What  did  his  act  signify? 

Conclusions — What  would  be  the  results  of  the  comple- 
tion of  the  canal  ? 


70  LE^SSON    PLANS 

Rates  of  commerce  were  cheapened.  A  barrel  of  flour  was 
carried  for  thirty  cents  instead  of  ten  dollars. 

There  was  a  great  saving  in  time.  What  effect  on  prices  of 
food  stuffs? 

What  effect  on  cities  along  the  route  ?  Find  Schenectady, 
Utica,  Syracuse,  Rochester. 

From  Buffalo,  lake  boats  connected  with  Cleveland,  De- 
troit, Duluth,  Chicago. 

Branch  canals  were  added  and  western  New  York  devel- 
oped.    Find  them. 

'Summarize  the  influence  of  all  these  upon  trade  of  New 
York  City. 

Problems  for  further  investigation — What  is  the  im- 
portance of  the  canal  today  as  compared  with  that  time? 
What  has  caused  the  change  ?  The  canal  is  still  important  as 
a  check  upon  railroads.  Explain  in  what  way. 

What  improvements  could  be  made  which  would  cause 
the  canal  to  compete  with  railroads?  Why  cannot  boats  go 
through  the  canal  by  means  of  their  own  power?  Why 
would  it  not  be  so  big  an  undertaking  today  to  deepen  the 
canal  ? 

What  do  you  know  about  such  improvements  which  are 
now  being  undertaken? 

The  Oyster  Industry  of  Chesapeake  Bay. 

Lucy  Saunders. 

The  following  lessons  are  planned  to  be  introduced  by  a 
study  lesson  of  twenty  minutes,  followed  by  a  ten-minute 
discussion  period  the  first  day.  With  this  in  view  the  first 
large  problem  will  be  stated,  the  reference  books  will  be  dis- 
tributed, then  the  slips  will  be  given  to  the  pupils  which 
will  indicate  the  references  and  points  to  direct  the  study. 
The  oyster  industry  is  not  unknown  to  the  particular  group 


GEOGRAPHY  71 

of  children  for  which  this  work  is  planned.  Their  home  is 
near  the  Chesapeake,  on  water  parts  of  which  might  be  used 
for  oyster  planting.  Therefore  it  is  felt  that  the  work  is 
sufficiently  related  to  the  child's  life  to  be  of  interest  and  thus 
properly  motivated. 

Aims — Why  has  the  oyster  supply  of  the  Chesapeake  Bay 
decreased?    How  may  this  be  remedied? 

References  : 

Carpenter's  ''Geographical  Reader — North  America." 
The  Life  of  an  Oyster,  How  Gathered,  The  Oyster  Market- 
Baltimore. 

Carpenter's  "How  the  World  Is  Fed,"  How  Oysters  Are 
Raised,  The  Enemies  of  the  Oyster — drill,  oyster  sponge, 
star  fish,  Possibilities  of  Chesapeake,  Oysters. 

Kellogg's  ''Shell  Fish  Industries." 

Chesapeake  Industry,  p.  212-214.  1880  High  Water  Mark, 
Report  of  Ind.  Commission  1882,  The  Decline. 

Kellogg's  "Shell  Fish  Industry."  History  of  the  Industry 
in  Virginia,  page  215.  1879  Dredging  Prohibited,  1892 
Survey  of  Natural  Beds,  1901  Virginia  Leading  State  in 
Production. 

Kellogg's  "Shell  Fish  Industry."  P.  217-220.  The  Cus- 
tom as  (to  Gathering  Oysters,  Harm  Done,  Rappahannock 
Dredges,  Lease  Sufferers  Near  the  Maryland  Line. 

Kellogg's  "Shell  Fish  Industry."  P.  221-222.  The  Crews 
and  Captains,  Orders  Under  Which  They  Work,  Kind  of 
Men,  Where  Come  From,  Kind  of  Work,  Pay. 

Reports  called  for  in  order  as  arranged.  Each  child  be- 
ing held  responsible  for  points  on  his  study  slip.  Several 
pupils  will  have  same  slip.  This  group  will  be  responsible 
to  the  class  for  a  complete  report  of  their  investigations.  Dis- 
cussions will  follow  as  the  class  contributions  are  made.  The 
reports  and  discussions  will  be  completed  on  second  day  fol- 


72  LESSON    PI.ANS 

lowed  by  the  summary  as  follows:     From  our  discussions 
what  reasons  can  we  give  for  the  decline  of  the  oyster  out- 
put in  th^  Chesapeake  Bay?  (This  organization  is  the  one 
™n  the  mmd  of  the  teacher.     Class  organization  must  be 
made  by  them  and  will  differ  somewhat.) 
I.     Greater  demand  caused  by 

1.  Increased  population. 

2.  Packing  industry. 

3.  Refrigerator  cars. 

II.     Constant  and  careless  use  of  natural  beds. 

1.  Bad  methods  of  gathering. 

2.  Not  culling  at  bed  causes  destruction  of  young. 

3.  Gathering  from  beds  which  should  rest. 

4.  Gathering  at  wrong  seasons. 

5.  Robbing   private   beds   so   individuals   do  not 

care  to  grow  oysters. 
III.     Cultivation  of  oysters  not  sufficient. 

How  may  these  difficulties  be  overcome? 

(These  references  are  distributed  the  first  day  as  the 
others  but  the  report  and  discussion  of  following  points  is 
held  until  the  present.) 

Re:ferknce:  : 

''The  Oyster,"  Brook.  Storage  Ponds,  p.  138.  Need, 
Suitable  Land,  Expense,  Oyster  Planting,  p.  139. 

Collecting  Spat.  P.  1 19-122.  Use  of  Shell,  Use  of  Tiles, 
Shape,  Coating,  Francis  Winslow's  Exp.,  p.  122.  P.  125- 
126.  Conditions  for>  Artificially  Collecting  Spat,  Cleanli- 
ness of  Body?  Where  Placed,  Kind  Used  in  Muddy  Wa- 
ter, Connecticut  Experiment,  p.  129.  Oyster  Planting  as 
Compared  with  Oyster  Farming,  p.  131,  Oyster  Farming — 
How,  p.  114. 

Necessity  for  Legislation  and  Control.  P.  141 -2.  Close 
Natural  Beds  Not  in  Condition  to  Be  Dredged,  Protect  the 
Individual. 


GEOGRAPHY  73 

Teacher's  organization  and  summary  after  discussion. 

I.  By  better  laws  and  the  enforcement  of  these.      ^ 

1.  Beds  must  not  be  disturbed  during  breediag  season. 

2.  Better  legislation  as  to  farming  and  planting,  larger^ 

farms,  larger  leases,  better  protection. 

3.  Natural  beds  protected  heavy  dredging. 

II.  Storage  ponds  near  packing  houses. 

III.  Avoiding  waste. 

IV.  Association  of  Oyster  men    for    common    help    and 

protection. 

V.  Creating  public  sentiment  as  to  need  and  care  of  in- 

dustry. 

Lumbering  in  New  England. 

Bthel  Delzell. 

ReferKncks  :  Chamberlain, —  the  Continents  and  Their 
People.  Tarr  and  McMurry,  New  England  Supplement. 

Text  :  Tarr  and  McMurry. 

Materials  :  Set  of  pictures  showing  the  method  of  lum- 
bering in  the  New  England  States.  Maps  drawn  on  black- 
board by  two  pupils,  one  showing  location  of  forests  in  this 
region,  the  other  showing  streams  on  which  are  located  the 
principal  saw-mills  and  lumber  centers. 

Aim  :  To  find  out  how  lumbering  is  carried  on  in  the  New 
England  States. 

Teacher  read — ''At  time  of  the  landing  of  the  Mayflower 
in  1620,  most  of  the  country  was  covered  with  forests.  What 
had  to  be  done  before  the  settlers  could  plant  crops  ?  What 
were  the  homes  of  the  early  colonists  made  of?  What  would 
be  one  of  the  first  products  sent  back  to  England?  How 
many  years  have  passed  since  the  landing  of  the  Mayflower? 
What  do  you  think  about  the  extent  of  forests  in  New  Eng- 
land now  ? 


74  LKSSON    PivANS 

Teacher  read — ''There  are  large  tracts  of  land  in  north- 
ern Maine,  New  Hampshire  and  Vermont,  as  well  as  in 
parts  of  three  southern  States,  that  are  still  covered  with 
timber.  Standing  on  the  summit  of  Mt.  Katahdin,  one 
sees  only  a  wilderness  of  trees  in  all  directions.  The 
nearest  cultivated  land  is  twenty-five  miles  to  the  east, 
while  the  unbroken  forest  stretches  much  farther  away  to 
the  north  and  west."  Use  map  on  board — showing  loca- 
tion. Show  children  pictures  of  the  forests  in  New  Eng- 
land. How  do  you  account  for  these  forests — why  is  not  all 
the  land  cultivated  or  used  for  towns  and  villages?  (Re- 
view of  surface  features.)"  Since  there  are  still  for- 
ests, what  will  be  one  of  the  industries  ?  What  do  you  think 
the  men  engaged  in  lumbering  will  do  first?  When  will 
be  the  busy  season  for  cutting?  Why  do  you  think  the 
winter  season? 

Teacher  tell — "Formerly  the  cutting  was  all  done  after 
the  first  snowfall,  but  now  it  commences  in  late  summer,  so 
that  the  logs  will  be  ready  to  be  moved  when  the  first 
snow  comes."  What  is  the  reason  for  the  earlier  cutting  of 
the  timber?  Why  will  the  logs  be  taken  to  the  edge  of 
streams?  Why  will  they  not  be  moved  until  after  the  first 
snowfall?  What  will  the  men  do  after  the  logs  are  taken  to 
the  edge  of  the  streams  ?  Teacher  may  have  to  tell  here  that 
the  men  bring  supplies  and  prepare  for  the  next  season. 

Show  picture  of  men  hauling  logs  to  streams. 

Teacher  read — ''When  the  snow  melts  in  the  spring  the 
cutting  is  over  and  another  busy  season  begins." 

What  will  be  done  with  the  logs  now?  Who  owns  these 
logs?  What  will  be  done  so  that  logs  of  diflferent  owners 
may  be  separated  or  told  apart  when  they  arrive  at  the  saw- 
mills? (If  children  are  troubled  here  ask  how  the  ranchers 
tell  their  cattle  or  horses  apart  in  the  roundup.)     What  can 


'  GEOGRAPHY  75 

be  done  when  the  stream  of  water  is  not  sufficient  to  carry 
the  logs  down  stream? 

Teacher  read — "  *  *  *  immense  numbers  of  logs 
are  floated  or  driven  down  stream,  forming  what  the  lum- 
bermen call  a  log  drive."  What  would  the  lumbermen  do  if 
a  log  got  caught  on  a  boulder  or  sand-bar?  If  he  does  not 
dislodge  the  log  at  once,  what  will  happen  to  the  other  logs  ? 
When  all  the  logs  get  caught  the  men  call  it  a  log- jam. 
What  can  log-drivers  do  to  break  the  log- jams?  What  would 
they  have  to  do  if  they  cannot  start  the  logs  on  with  their 
poles?  What  do  men  do  to  clear  the  way  when  there  is  a  lot 
of  hard  rock  that  cannot  be  moved?  In  extreme  cases,  what 
can  log-drivers  do?  (Show  pictures  here  of  log-drivers  and 
log-jams.)  If  you  were  in  the  lumber  business,  can  you 
think  of  anything  you  would  do  to  prevent  a  log  from  getting 
stuck  in  the  first  place?  We  find  that  is  just  what  some  of 
the  large  companies  on  the  rivers  have  done — they  have 
cleared  away  many  of  the  boulders  and  sandbars  against 
which  the  logs  were  often  piled  in  jams.  What  will  be  the 
size  of  the  gangs  who  accompany  the  logs?  What  will 
hinder  the  logs  from  going  on  down  stream  when  they  reach 
the  sawmills  ?  Who  will  then  separate  the  logs  ?  Where  will 
the  largest  sawmills  be  located ?  Why?  Use  map  on  board, 
having  children  point  to  location  of  principal  lumbering 
towns,  as  Augusta,  Lewiston,  Auburn,  Bangor  (and  perhaps 
one  or  two  others,  depending  on  ability  of  class).  Do  you 
think  you  would  like  to  be  a  lumberman?  What  are  some 
of  the  hardships  of  the  winter  season?  (What  is  the  cli- 
mate of  New  England?  Review.)  What  sort  of  homes  will 
there  be  in  the  lumber  camp  ?  Will  the  men  want  a  short  or 
long  hour  day?  \yhat  will  be  the  dangers  of  the  spring 
season?  How  do  the  men  keep  the  logs  moving?  How  do 
they  manage  to  stay  on  the  logs?    What  are  the  dangers  if 


76  lh:sson  plans 

they  fall  into  the  water?  Give  reasons  for  this  statement: 
"So  many  hardships  are  connected  with  lumbering  that  a 
lumberman  is  said  to  become  an  old  man  after  a  few  years 
of  service.", 

Besides  being  used  for  lumber,  of  what  other  uses  are  the 
forests?  The  two  important  uses  are,  that  forests  prevent 
rainwater  from  running  rapidly  off  the  land,  and  the  other 
use,  making  wood-pulp  into  paper.  What  danger  do  you  see 
in  the  fact  that  large  companies  handle  the  lumber  business  ? 
What  can  the  government  do  to  protect  the  forests  ?  Teacher 
tell — ''The  government  is  setting  aside  large  areas  among  the 
head-waters  of  the  streams  as  forest  reservations.  What 
would  this  mean  to  the  lumbering  business? 

An  Introduction  to  the  Study  of  the  Southern  States 

Benjamin  IV.  Daily. 

Approach — Why  did  we  decide  to  study  the  United 
States  in  parts  rather  than  as  a  whole?  The  country  is  so 
large  that  sections  must  be  quite  different  in  physical  fea- 
tures, climate  and  historical  development.  The  -people  will 
differ  in  manners,  customs  and  ideals.  The  products  and 
industries  will  vary.  What  are  some  of  the  things  that  dis- 
tinguished the  New  England  states?  The  Middle  Atlantic? 
Who  decides  how  states  are  to  be  grouped?  Then  we  may 
vary  the  grouping  to  suit  our  convenience.  What  would  be 
some  good  bases  for  grouping?  Mountain  states  ;  Mississippi 
River  states;  Great  Lake  states;  Gulf  of  Mexico  states;  At- 
lantic states;  Corn  states;  Cotton  states. 

One  group  of  states  generally  studied  as  a  unit  is  the 
Southern  group.  Find  them  in  your  text.  How  many  are 
given  there?  What  states  might  be  added?  Which  sub- 
tracted? How  might  the  whole  group  be  broken  up  into 
smaller  groups? 


GEOGRAPHY  "jy 

Problem — Let  us  see  if  we  can  determine  why  these 
states  may  be  considered  as  one  section. 

In  what  respects  are  these  states  ahke?  What  answer 
can  be  obtained  from  the  map  as  to  location?  They  lie 
further  south  than  the  states  previously  studied.  One  reaches 
almost  to  the  Tropic  of  Cancer.  Many  border  on  the  Ocean 
or  Gulf.  What  does  this  tell  us  about  the  climate?  The  in- 
dustries ?  What  products  would  you  expect  ?  Turn  to  the 
temperature  and  rainfall  map  and  see  to  what  extent  we 
were  correct. 

Turn  to  the  surface  map.  What  reasons  here  for  grouping 
these  states  together?  Compare  with  New  England  as  to 
surface.  Study  the  coastline.  Long,  many  islands,  bays, 
sounds,  projections  or  land.  Are  they  sand  or  rock  pro- 
jections? How  must  they  have  formed?  Would  they  be  a 
help  or  hindrance  ? 

How  do  these  states  compare  in  area  with  New  England? 
In  population?  How  do  they  compare  with  the  Middle  At- 
lantic group?  "The  area  of  these  states  is  five  times  the 
area  of  the  Northeastern  States,  but  the  population  is  only 
three  millions  more."  What  conclusions  can  be  drawn  ?  The 
population  is  less  dense  and  must  be  scattered.  Look  up  the 
list  of  the  twenty-six  largest  cities  of  the  United  States.  How 
many  of  them  are  in  the  South?  Only  three.  Find  them. 
Why  has  the  South  so  few  large  cities  ?  What  must  be  the 
work  of  the  mass  of  the  people/*' 

What  are  your  conclusions  about  climate?  industries? 
products?  Determine  from  your  texts  if  you  were  cor- 
rect. What  products  are  given?  Cotton,  tobacco,  rice,  fruit, 
corn,  sugar,  lumber,  some  coal  and  iron,  fish,  oysters. 
Where  is  each  of  these  found  in  greatest  abundance  ?  Which 
aror found  in  othe*   states?  Which  nowhere  else? 

The  differenr  5  in  climate,  physical  features,  products 
and  industries  - .  ould  be  sufficient  to  mark  off  this  section  for 


yS  LESSON   PLANS 

separate  study.  What  other  differences?  Why  has  this 
section  been  called  the  Solid  South?  What  influence  would 
you  expect  the  Civil  war  and  the  common  negro  problem  to 
have  upon  the  feeling  of  those  states  toward  each  other  ? 

Why  Study  the  Southern  Section  of  the  United  States? 

^  Cyrus  D.  Mead  and  Matilda  Von  der  H  alb  en. 

Material — Wall  map  showing  southern  section.  Large 
railroad  folders.  L.  &  N.,  Q.  &  C,  C.  &  O.,  N.  &  W.  Cham- 
ber of  Commerce  Map :  ''Cincinnati  the  Center  of  Raw  Ma- 
terials." 

Why  should  we  study  the  Southern  Section?  Suppose 
these  states  should  be  taken  away,  what  effect  would  it  have 
on  us?  What  reason  have  you  for  thinking  that  Cincinnati 
is  well  located  for  trade  with  these  states  ? 

I .     Railroads. 

Here  is  an  L.  &  N.  folder.  What  do  the  black  lines  mean? 
Why  might  this  be  called  L.  &  N.?  First  built  from  Louis- 
ville to  Nashville.  Name,  by  their  letters,  other  railroads 
which  enter  Cincinnati.  Find  these  cities  on  the  map.  But 
other  lines  go  out  from  Louisville  and  Nashville.  What  does 
this  mean?  Why  was  this  extension  necessary?  What 
states  does  the  L.  &  N.  touch  ?  List  them  on  the  board.  One 
should  come  to  wall  map ;  others  should  follow  maps  at  their 
seats.  About  what  part  of  the  southern  section  does  this  line 
as  a  whole  cover?  Half  or  third.  Let  us  turn  to  the  popu- 
lation table  in  the  back  of  our  geography  and  find  how  many 
people  live  in  these  states.  You  may  write  on  the  board  the 
number  of  inhabitants  in  each  state.  Let  us  see  how  many 
people  live  in  the  whole  southern  section.  From  these  black 
lines  where  would  you  expect  to  see  the  largest  cities  ?  Find 
some  of  the  largest  ones.  Can  you  tell  why  they  have 
grown  to  be  so  big?    What  have  we  been  trying  to  find  out? 


ge;ography  79 

What  reason  have  we  ?  Follow  the  same  methods  with  other 
railroad  maps. 

2.     Rivers. 

In  what  other  way  is  Cincinnati  well  located  to  trade  with 
the  South  ?  Name  the  states  the  Ohio  and  Mississippi  rivers 
touch.  How  many  of  these  states  that  the  rivers  pass  are 
touched  by  the  railroads?  Name  several  of  the  larger 
cities  Cincinnati  would  be  in  touch  with  by  river.  What  do 
these  facts  show  you  as  to  our  city's  location  ? 

What  two  questions  have  we  tried  to  answer?  Tell  how 
we  answered  the  first;  the  second. 

Cotton  in  the  Southern  Section. 

Cyrus  D.  Mead  and  Matilda  Von  der  Halhen. 

Material — Redway  &  Hinman,  Natural  Elementary 
Geography,  Carpenter's  Geographical  Reader;  Wall  Maps, 
Relief  maps.  Political  maps. 

Problem — Why  should  we  study  cotton  production  in  the 
South  ? 

What  are  the  conditions  in  the  South  that  make  cotton 
growing  possible?  Turn  to  the  cotton  production  map. 
What  does  the  difference  in  shading  mean?  .How  much  of 
the  Southern  Section  grows  cotton?  Name  the  chief  cot- 
ton producing  states.  The  secondary  producing  states.  The 
non-producing  states.  Why  do  we  not  see  the  shading 
further  nqrth?  What  then  would  you  say  was  the  first  neces- 
sary condition  for  cotton  growing?  Warm  temperature. 

Notice  the  line  around  the  Gulf  of  Mexico  and  Florida. 
Why  do  you  suppose  no  cotton  is  raised  there  ?  Turji  to  the 
rainfall  map.  What  reason  does  this  map  suggest?  Too 
moist.  Turn  again  to  the  cotton  production  maps.  Why  do 
you  think  the  shading  stops  in  western  Texas  ?  Not  enough 
rain.     What  added  condition  for  cotton  growing? 


8o  le;sson  pi,ans 

• 

What  reason  can  you  suggest  for  such  a  heavy  production 
along  the  Mississippi?  Overflow,  rich,  deep,  fertile  soil. 
What  would  you  think  as  to  the  soil  in  other  regions  on  this 
map?  The  third  necessary  condition  for  cotton  raising  is  a 
very  fertile  soil.  Name  the  three  conditions  which  make 
cotton  the  biggest  product  of  the  South. 

Why  is  the  cotton  crop  so  important?  What  are  some  of 
the  uses  of  cotton  ?  Let  us  turn  to  Carpenter's  reader  and 
see  if  it  tells  us  any  more.  Put  other  uses  on  the  board. 
Which  of  these  uses  of  cotton  do  you  think  most  important? 
Why? 

Why  should  the  transportation  of  cotton  concern  us  ?  What 
has  happened  in  Europe  in  the  last  few  months  that  has 
affected  cotton  trade?  (This  plan  was  written  in  191 5.) 
What  evidence  did  we  have  here  in  Cincinnati?  "Buy  a 
bale"  movement.  What  would  you  think  then  as  to  the 
amount  of  cotton  raised  in  Europe?  Where  in  Europe 
would  you  think  cotton  could  be  raised?  The  United  States 
produces  four  times  times  as  much  as  Europe.  Draw  on  the 
board  two  lines  showing  the  relation  between  the  crops  of 
the  United  States  and  Europe.  How  would  this  trade  be  of 
importance  to  the  South? 

What  are  the  reasons  then  for  studying  the  cotton  pro- 
duction of  the  South?  It  is  its  largest  crop.  Cotton  is  one 
of  our  most  used  products. 

The  class  next  represented  graphically  the  production  of 
cotton  by  bales  in  1914.  Figures  were  taken  from  a  news- 
paper clipping.  The  work  was  presented  as  follows:  the 
teacher  placed  the  diagram  on  the  board  as  it  was  worked 
out  by  herself  and  the  pupils.  The  class  decided  on  one  inch 
as  a  unit  of  measure.  Having  agreed  that  one  inch  should 
represent  100,000  bales  production,  the  class  determined  the 
length  of  line  needed  to  show  the  number  of  bales  produced 


GEOGRAPHY 


8l 


by  each  state.  Thus  a  complete  graph  was  worked  out. 
Blank  quadrille  ruled  paper  was  then  given  to  each  pupil 
on  which  to  make  his  own  graph.  They  decided  to  let  one- 
half  of  each  square  on  the  paper  represent  100,000  bales 
production.  A  copy  of  one  of  the  pupil's  graphs  is  given 
below : 


ly    s^yo 0^000 

"t-cu  J,  700^  o  00 

\y  /,soo,ooo 
^4^  /^  2joo,  oao 
}.M  I,  z,oo^  000 
^■£ay  /^  000^000 
"^O.     900,000 

■Aizy  ¥<^0^00  0 
4>r2/r  J  ^O^  OQC 
^ho  ^0,000 


^7 


/.^ 

./  n. 

,/  7. 

.  /n 

^  0 

,¥ 

17 


3 


V 


Cotton:    A  Series  of  Lessons  Taught  to  a  Retarded 

Fifth  Grade. 

Katherine  KeeBr. 
How  many  of  you  children  know  someone  who  works  in 
clothing  factories?  What  buildings  in  this  neighborhood  are 
occupied  as  such  factories?  The  Pugh  building,  the  Textile 
building,  and  six  or  seven  other  clothing  factories  were 
mentioned  by  the  children.  In  the  back  of  the  telephone 
directory  there  are  nearly  two  pages  of  firms  in  the  whole- 


82  I^ESSON   PI.ANS 

sale  clothing  business.  Turn  in  your  geography  to  the  para- 
graph naming  the  chief  industries  of  Cincinnati.  What 
does  it  say  about  the  manufacture  of  clothing?  What  ma- 
terials are  most  commonly  used?  Cotton,  wool,  linen. 
Which  of  these  is  most  extensively  used? 

Let  us  see  how  cloth  can  be  made  from  this  raw  material. 
Show  the  class  a  specimen  of  raw  cotton. 

Where  does  cotton  come  from  ?  Here  is  a  sample  of  raw 
cotton, — a  cotton  boll  just  as  it  was  picked  from  the  bush. 
Pass  it  about  so  that  each  one  may  examine  it  and  feel  the 
seeds  imbedded  in  the  cotton.  Let  us  also  study  the  pic- 
tures in  our  books.  What  does  the  first  tell  us  of  the  size 
of  the  bush?  The  amount  of  cotton  on  each  bush?  From 
the  second  picture,  how  would  you  describe  the  appearance 
of  a  field  of  ripe  cotton?  How  is  the  cotton  picked?  How 
carried  from  the  field?  What  does  the  third  picture  show? 
Can  you  tell  how  the  cotton  is  packed  for  shipping?  What 
questions  would  you  like  to  ask  about  cotton  raising  or  the 
cotton  business  that  would  be  interesting  to  study  ? 

Probable  questions  as  planned  by  the  teacher. 

Where  is  cotton  raised,  and  why?    How  is  it  raised? 

How  do  you  get  the  seeds  out  and  clean  it? 

How  and  where  is  it  made  into  cloth? 

What  is  done  with  the  seeds? 

Questions  that  zvere  asked  by  the  class. 

Why  must  it  be  raised  in  a  warm  country? 

How  do  you  get  the  ^eds  out  of  the  cotton  ? 

How  clean  it? 

Do  they  clean  the  cotton  at  the  field? 

Where  do  they  manufacture  cotton? 

How  do  they  make  cotton  thread? 

When  is  cotton  picked? 

When  is  it  planted? 


GEOGRAPHY  83 

Why  do  the  people  live  so  near  the  field  ? 

How  is  the  cloth  made  ? 

How  is  cottonseed  oil  made  ? 

How  is  the  cloth  colored? 

What  is  done  with  the  seeds  ? 

How  is  the  cotton  put  into  bales? 

How  is  it  planted? 

Must  it  be  irrigated? 

How  often  is  it  picked? 

How  long  does  it  take  to  grow  ? 

Prices   of  bales,   land,   shipping. 

Which  question  shall  be  answered  first  for  the  next  les- 
son? Begin  with  planting  the  seed  and  study  each  step  so 
(as  one  child  said)  as  not  to  miss  anything. 

Lesson  H. 

Aim — We  are  going  to  find  out  today  where  and  how 
cotton  is  raised. 

Which  part  of  our  country  produces  much  cotton?  Let 
us  turn  to  the  maps  to  see.  Name  the  states  while  I  make  a 
list  of  them  on  the  board.  Read  to  see  which  state  leads. 
Could  cotton  be  raised  in  Cincinnati?  Read  directions  on 
our  sample  box  for  raising  cotton  here. 

If  cotton  grows  better  in  the  South,  what  are  the  rea- 
sons ?  Do  you  mean  that  their  hot  summer  days  are  warmer 
than  our  hottest  days?  What  is  the  difference  between  our 
summers  and  theirs?  What  else  is  necessary  besides  long 
summers  ? 

Let  us  read  in  our  geographies  to  see  how  cotton  is  planted 
and  how  it  grows.  Class  and  teacher  make  the  following 
outline  as  they  read  and  discuss : 

Planting. 

Length  of  time  to  mature. 


84  LE^SSON    PLANS 

Blossoms. 

Pods. 

Cotton. 

When  picked? 

Summary — Tell  what  we  have  learned  about  where  and 
how  cotton  is  raised. 

What  is  the  next  step  after  the  cotton  is  picked?  Pick  a 
seed  out  by  hand.  What  are  the  objections  to  doing  it  that 
way?    What,  then,  is  our  question  for  tomorrow? 

Lksson  III. 

Aim — stated  by  the  class.  We  are  going  to  find  out  how 
the  seeds  are  removed  from  the  cotton  and  of  what  use  they 
are. 

Who  can  suggest  a  good  machine  for  removing  the 
seeds?  Here  are  descriptions  of  the  cotton  gin  and  the  his- 
tory of  it.  Read  from  Carpenter's  North  America,  pages 
122-123,  also  Beginning  of  American  History.  Feel  one 
of  the  seeds  that  has  been  removed  from  the  cotton.  Rub  it 
between  your  fingers.  Squeeze  it.  What  is  left  on  your 
hand?  What  is  probably  made  from  the  seed?  Cotton- 
seed oil.  For  what  is  it  used?  How  is  the  oil  obtained  do 
you  think?  Cut  a  seed  open  and  squeeze  the  juice.  What 
will  be  left  after  the  oil  is  extracted?  The  shell  and  pulp 
have  uses.  Read  what  our  book  says  about  that.  Used  for 
fodder  and  fertilizer. 

Why  do  they  take  the  trouble  to  use  the  seeds  this  way? 
How  many  seeds  did  you  count  in  one  boll  of  cotton  ?  Esti- 
mate the  quantity  of  seeds  compared  to  the  quantity  of  cot- 
ton. The  bulk  is  almost  as  great.  Tell  what  we  have 
learned  about  removing  the  cotton  seeds  and  their  use.  What 
is  our  question  for  tomorrow? 


GEOGRAPHY  85 

Lksson  IV. 

Aim — We  are  going  to  find  out  how  cloth  is  made  from 
cotton  and  where  this  work  is  done. 

Examine  this  piece  of  cloth.  Of  what  does  it  seem  to  be 
made?  Which  ways  do  the  threads  run.  How  is  this  done? 
What  must  we  know  first?  How  do  you  think  the  threads 
are  made?  Take  a  piece  of  raw  cotton  and  see  if  you  can 
separate  some  of  the  fibers  from  the  mass.  Compare  these 
fibers  with  the  size  of  a  hair.  How  can  these  small  fibers 
be  made  into  threads  large  enough  to  weave  with  ?  Read  in 
Carpenter's  North  America  an  explanation  of  the  spinning 
and  weaving,  pages  123-124. 

The  largest  cotton  mills  are  in  the  East  and  South.  What 
advantages  have  each  of  these  localities  for  manufacturing 
and  shipping?  Where  are  the  cotton  mills  in  Cincinnati? 
We  know  that  bales  of  raw  cotton  are  bought  and  sold  here. 
Who  uses  them  and  for  what? 

The  class  then  made  some  field  trips  to  confirm  and  ex- 
tend their  knowledge. 

Sugar  in  the  South.  ^ 

Cyrus  D.  Mead  and  Matilda  Von  der  Halhen. 

Material — Allen — Industrial  Studies.  Carpenter — How 
the  World  is  Fed.  Chamberlain — How  We  are  Fed.  Tarr 
&  McMurry  Texts.  McMurry — Type  Studies.  Production 
Map  and  Railroad  Folder. 

I.     Problems  of  Consumption. 

We  learned  that  cotton  was  an  important  product  of  the 
South.  Today  we  are  beginning  the  study  of  another  south- 
ern product.  What  value  might  there  be  in  studying  about 
sugar?  In  how  many  ways  is  sugar  used?  How  much 
sugar  do  you  think  is  used  per  week  in  your  home?  The 
average  is  nearly  a  pound  to  a  person.    How  does  this  com- 


86  LESSON    PLANS 

pare  with  the  amount  of  coffee,  salt,  lard,  spices,  or  buttei 
each  uses  each  week?  What  does  this  lead  you  to  think  as 
to  the  importance  of  sugar  as  a  product?  In  191 5  the  United 
States  consumed  nearly  8,627,000,000  pounds  of  sugar,  an 
average  of  86  lbs.  per  person.  How  does  this  compare  with 
the  weight  of  the  boys  and  girls  in  the  class? 

What  do  we  need  to  know  to  find  the  amount  of  sugar 
consumed  in  Cincinnati  a  year?  The  last  census  in  Cincin- 
nati gives  about  400,000.  The  price  of  sugar  now  is  7  cents 
a  pound.  (1915.)  How  can  we  find  what  each  person  spends 
a  year  for  sugar  ?  How  can  we  find  how  much  Ohio  spends 
a  year  for  sugar?  Find  the  population  in  the  population 
table.    How  many  dollars  worth  does  Ohio  consume  a  year  ? 

How  niany  people  live  in  the  United  States  ?  How  much 
sugar  will  92,000,000  people  use  in  one  year?  what  will  it 
cost?  (The  following  facts  are  added  from  data  of  191 7.) 
The  consumption  of  sugar  per  capita  before  the  war  in  the 
principal  countries  of  Europe  was :  England,  78  lbs. ;  Den- 
mark, 41  lbs. ;  Switzerland,  33  lbs. ;  France,  28  lbs.,  Hol- 
land, 28  lbs. ;  Gennany,  24  lbs. ;  Norway,  22  lbs. ;  Sweden,  22 
lbs.;  Belgium,  21  lbs.;  Portugal,  14  lbs.  What  is  particu- 
larly interesting  in  these  facts?  Compare  our  consumption 
of  sugar  with  these  other  countries.  Why  do  you  think  the 
difference  is  so  great  ?  Why  do  you  think  a  traveller  found 
candy  very  expensive  in  France? 

What  has  been  the  purpose  of  these  problems?  What  in- 
teresting or  valuable  facts  have  we  learned?  Who  would 
be  interested  to  hear  these  facts ! 

2.     Kinds  of  Sugar. 

How  many  different  kinds  of  sugar  do  you  know?  What 
plant  produces  each  ?  Maple  sugar  comes  from  hard  or  sugar 
maple  trees.  The  wood  of  this  tree  makes  the  "Bird's-eye" 
maple  furniture.    They  are  not  the  ordinary  maple  trees  we 


GEOGRAPHY  87 

have  around  here.  The  hard  sugar  maple  trees  are  found 
mostly  in  Vermont,  and  to  a  lesser  degree  In  New  York 
State,  Pennsylvania,  Ohio,  and  Indiana.  Who  can  tell  how 
we  get  the  sugar  from  the  maple  trees  ?  Tapping  begins  in 
the  early  spring.  The  process  of  tapping  consists  in  boring 
holes,  two  inches  deep,  into  the  trees  a  short  distance  from 
the  ground.  Into  these  holes  small  spouts  are  slipped.  A 
pail  is  then  placed  under  the  spout.  During  the  day  the  sap 
trickles  out,  flowing  more  slowly  at  night  when  it  is  colder. 
If  the  weather  is  very  cold  the  pails  are  left  two  or  three 
days.  The  sap  is  collected  in  barrells  and  drawn  on  sleds  to 
the  camp.  After  a  while  we  will  learn  what  is  done  to  it 
there. 

Beet  sugar  is  made  from  large  white  beets  weighing  from 
ten  to  fifteen  pounds.  Where  would  you  expect  these  to  be 
raised?  Look  it  up  in  your  sugar  production  map, — the 
sugar  growing  states  of  the  temperate  regions.  What  states 
would  this  include?  "The  principal  beet  sugar  producing 
states  are  Colorado,  California,  Michigan,  Utah,  Idaho, 
Nebraska  and  Ohio." 

3.  Regions  of  sugar  cane  production  in  the  United  States 
and  climatic  conditions  necessary. 

Let  us  study  next  the  conditions  for  growing  cane  sugar. 
Have  some  of  the  class  come  to  the  front  and  from  the  pro- 
duction map  trace  the  chief  states  producing  sugar  cane, 
pointing  out  at  the  same  time  the  states  on  the  political  map. 
What  states  would  this  include  ?  Florida,  Georgia,  Alabama, 
Mississippi,  Louisiana  and  Texas.  What  part  of  the  South 
would  we  say  this  is?  How  do  the  states  lie  in  relation  to 
the  Gulf  of  Mexico?  Why  do  you  think  they  are  called  the 
Gulf  states?  What  temperature  would  you  think  necessary 
to  grow  sugar  cane?  Warm,  steady  climate  and  no  frosts. 
Compare  with  Cincinnati.    It  grows  best  at  a  temperature  of 


88  LESSON    PLANS 

about  So  degrees.  Corn  also  requires  a  warm  climate.  We 
have  over  So  degrees  in  Cincinnati  at  times.  What  else 
might  be  necessary  and  why?  Why  does  not  our  winter 
affect  the  growing  of  corn?  What  is  necessary  to  grow  a 
new  crop  of  corn?  Replant.  Sugar  cane  grows  the  year 
round  for  three  or  four  years.  What  then  is  another  neces- 
sary factor?     No  frosts. 

Let  us  see  what  other  conditions  of  climate  are  necessary. 
How  could  we  find  what  rainfall  is  required  in  sugar  grow- 
ing? Turn  to  the  rainfall  map.  What  relations  do  you  find 
between  rainfall  and  the  sugar  producing  region?  Rainfall 
is  heavy  along  the  Gulf  States.  How  does  the  rainfall  com- 
pare with  that  of  Cincinnati?  Compare  the  amount  in  the 
Gulf  States  with  the  corn  producing  states.  What  then  is 
the  third  necessary  factor? 

There  is  one  other  factor  which  you  have  already  men- 
tioned. What  do  you  know  about  the  soil  in  this  region? 
Why  is  it  called  the  delta  section  ?  How  was  it  made  ?  Give 
all  the  conditions  under  which  sugar  cane  grows. 

4.     Study  of  a  Sugar  Plantation. 

Let  us  assume  that  we  are  going  to  make  a  visit  to  the 
sugar  growing  section.  Which  would  be  the  best  state  to 
visit?  Louisiana,  Delta  Country.  What  routes  could  we  fol- 
low to  reach  it?  Trace  route  by  water  and  rail.  If  we  were 
going  by  the  L.  &  N.  what  states  would  we  cross?  In  what 
other  way  might  we  reach  this  section  ?  What  rivers  ?  What 
states  would  we  touch? 

The  plantation  we  are  going  to  visit  contains  several  thou- 
sand acres.  The  land  is  plowed  and  thrown  into  ridges  from 
six  to  eight  feet  apart.  How  does  this  compare  with  the 
distance  between  corn  rows.  Corn  rows  three  feet  apart, 
sugar  cane  twice  as  far.  Why  are  corn  rows  that  far  apart  ? 
Just  enough  space  to  allow  a  horse  and  cultivator  to  pass. 


GI^OGRAPHY  89 

Why  do  we  leave  less  space  in  our  school  garden?  Small 
garden  and  cultivated  by  hand.  Why  would  cane  sugar  be 
planted  twice  as  far  apart?  More  leaves  and  heavier  foliage 
on  the  sugar  cane.  Put  drawing  on  black  board.  A  small 
trench  is  made  in  the  top  of  each  ridge,  and  in  each  trench 
two  or  three  rows  of  cuttings  from  the  main  stalk  are  laid 
end  to  end.  Formerly  these  cuttings  were  covered  by  hand, 
but  now  it  is  done  by  machinery.  The  expense  of  planting  is 
very  great  because  it  takes  from  four  to  six  tons  of  cane  to 
plant  one  acre.  How  often  does  this  planting  have  to  be 
done?  Soon  the  new  shoots  appear  and  the  wavy  green  leaves 
grow  rapidly  under  the  southern, sun.  The  cane  reaches  its 
full  height,  fifteen  feet  in  eight  months,  and  the  flowers  ap- 
pear in  ten  months.  The  cane  is  harvested  in  October,  be- 
cause the  sugar  forms  most  rapidly  in  the  latter  part  of  its 
life,  but  it  must  be  cut  before  cold  weather.  The  stalks  are 
cut  very  close  to  the  ground.  Why?'  Where  is  the  bucket 
hung  onto  the  maple  tree  ?  Low  hanging  buckets  because  the 
nearer  to  the  ground  the  richer  the  sap.  Most  of  the  sugar 
is  in  the  lower  part  of  the  cane.  If  most  of  the  sugar  is  in 
the  lower  part  what  would  need  to  be  done  to  the  leaves  and 
tops  ? 

The  stalks  are  laid  in  piles  and  carried  to  the  factory. 
How  do  you  think  the  juice  is  obtained?  Read  in  Carpenter 
"North  America."  From  the  bottom  of  page  160 — "Our  cars 
stop"  to  the  bottom  of  page  161 — "Other  machinery."  From 
what  you  know  of  maple  sugar  making  how  do  you  think  the 
juice  would  be  treated?  The  juice  is  carried  by  pipes  to 
large  screens  and  strained,  then  boiled  in  large  tanks.  What 
difference  is  there  between  crude  sugar  and  that  used  on  the 
breakfast  table?  Crude  sugar  is  a  brownish  mass.  What 
must  be  done  to  it?  Refined.  What  kinds  of  refined  sugar 
have  we  ? 


90  I^^SSON   PLANS 

Granulated — The  crystals  are  placed  in  a  large  drum  which 
revolves  until  thoroughly  dried  in  the  right  form. 

Loaf — Crystals  are  pressed  into  molds,  then  dried  and  cut 
into  the  size  desired. 

Powdered — Ground  to  powder  condition. 

The  crude  and  refined  sugar,  though  they  differ  in  looks 
very  much,  differ  in  price  less  than  one  cent  a  pound.  Why 
would  not  every  plantation  have  its  own  refinery?  It  is  a 
very  expensive  process  and  is  carried  on  only  when  in  large 
quantities. 

What  city  of  the  southern  section  is  especially  convenient 
for  collecting  and  shipping?  New  Orleans.  Why?  Center  of 
section,  access  by  river  and  rail.  Other  great  refining  cen- 
ters are  New  York,  Brooklyn,  Jersey  City,  Philadelphia, 
Boston,  Baltimore,  San  Francisco.  What  would  make  these 
cities  good  centers  for  refining  sugar  ?  Seacoast ;  convenient 
for  import  and  export. 

5.     Summary. 

What  do  you  regard  the  most  interesting  thing  you  have 
learned  about  sugar?  In  what  ways  has  the  study  of  sugar 
helped  us  in  knowing  the  South  ? 

The  Piedmont  and  Manufacturing. 

Helen  Louise  Stapleford  and  Lucille  F.  Sihhald. 

We  are  going  to  determine  whether  or  not  the  South  has 
any  natural  advantages  which  might  lead  to  its  becoming  a 
greater  manufacturing  center  than  it  has  been.     What  are 
some  of  the  conditions  necessary  for  manufacturing? 
lyist  on  board  as  given: 
Power. 

Coal  (steam). 
Water  (electricity). 


♦      •    %»      •  •    • 


GEOGRAPHY'    •     .     .      ;..... .•-... 91. 


«  •  » »  »  . .  . 


Raw  Material. 

Markets. 

Labor. 

Transportation  Facilities. 

What  part  of  the  North  is  the  most  important  manufac- 
turing center?  Then  let  us  compare  the  northeastern  sec- 
tion with  the  Piedmont  section  to  see  which  has  the  better 
conditions  for  manufacturing.  How  can  we  find  out  about 
the  coal  in  either  of  these  two  sections?  Turn  to  the  coal 
production  map.  How  do  they  compare  in  this  respect?  New 
England  has  no  coal ;  South  has.  How  then  does  New  Eng- 
land obtain  power  for  manufacturing?  Turn  to  the  relief 
map.  What  does  this  show  as  to  her  water  power?  Has 
rivers;  mountains  near  the  sea,  therefore  rivers  must  be 
short  and  swift.  Where  is  the  water  power  in  the  southern 
section?  Let  us  read  our  text  on  the  ''Fall  line."  Turn  to 
the  map.  What  rivers  are  there?  What  do  these  rivers 
show  as  to  power?  Flow  directly  from  the  mountains  to 
sea,  therefore  good  power.  List  some  on  the  board. 
Potomac  Savannah 

'James  Altamaha 

Roanoke  Alabama 

Cape  Fear  Tombigbee 

Peedee 

What  is  your  conclusion  as  to  power? 

Which  of  these  two  sections  has  the  advantage  in  the  sec- 
ond point  ?  What  raw  materials  do  you  know  that  the  South 
has  and  the  North  has  not?  Cotton,  rice,  sugar  cane.  Turn 
to  your  production  maps  and  see  how  they  compare  m 
other  products.  List  products  of  each.  Check  those  which 
have  more  in  one  section  that  in  the  other.  What  is  your 
conclusion  as  to  raw  materials? 


9^  LESSON  PI.ANS 

^/  What  constitutes  a  good  market  ?  Great  demand  for  prod- 
ucts. What  section  has  the  advantage  in  this  respect?  New 
England.    What  proof  does  the  population  map  offer? 

How  has  the  labor  question  affected  manufacturing  in  each 
of  these  two  sections?  Slave  help  in  the  South.  Skilled  labor 
in  the  North.  What  effect  do  you  think  this  has  had?  Turn 
to  what  our  text  savs  about  this.  What  conclusion  do  vou 
draw  from  that?  Northeast  formerly  had  the  advantage  but 
South  has  means  of  improvement. 

How  might  transportation  be  carried  on?  What  docs  the 
railroad  map  indicate  as  to  land  transportation?  What  dc^es 
the  text  say?  New  England  has  the  advantage.  Look  at 
your  map  of  the  United  States  and  decide  as  to  means  of 
transportation  by  water.  Read  your  text.  Good  natural 
advantages  in  the  South  and  means  of  improvemenr. 

What  was  our  problem?  What  answer  are  you  ready  to 
give?  There  is  good  indication  that  the  South  may  become  a 
large  manufacturing  center  since  in  two  factors  it  excels 
the  North,  and  in  two,  possibly  three,  there  are  possibilities 
of  improvement. 


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